Generating doppelgangers that reflect play personality or intrinsic motivators of a user/subject

ABSTRACT

Techniques are described herein for automatically determining play states, intrinsic motivators, play types/patterns and a play personality of a user/subject. Play personalities develop from activation of play states, and vary individually and are expressed in a variety of play type/patterns. These states, personalities, patterns and associated intrinsic motivations may be automatically determined by computing devices based on that user/subject&#39;s information, behaviors and biometric data. The play personality may be additionally used as the means for identifying and integrating intrinsic motivators into player-centric design which can alter and personalize user/subject/player engagement, experience and outcomes.

CROSS-REFERENCE TO RELATED APPLICATIONS; BENEFIT CLAIM

This application is a continuation of application Ser. No. 16/420,013filed May 22, 2019; which is a continuation of Ser. No. 15/696,053 filedSep. 5, 2017 now U.S. Pat. No. 10,322,338 issued Jun. 18, 2019; which isa continuation of Ser. No. 14/882,299, filed Oct. 13, 2015 now U.S. Pat.No. 9,808,709 issued Nov. 7, 2017; which is a continuation-in-part ofU.S. patent application Ser. No. 14/494,401, filed Sep. 23, 2014 nowU.S. Pat. No. 9,248,377 issued Feb. 2, 2016, which in turn claims thebenefit of U.S. Provisional Application No. 61/883,934, filed Sep. 27,2013, the entire contents of each of which are hereby incorporated byreference as if fully set forth herein. This application is also relatedto U.S. Pat. No. 9,056,256, issued Jun. 16, 2015.

INTRODUCTION AND BACKGROUND

Play is endemic in the animal kingdom and nowhere is play more prevalentthan in the human species. Mammals in general and people in particularare born to play. Mammalian brains are not only hardwired to engage inand experience the positive feedback of play, the instinctual drive forplay is deeply seated subcortically. Consequently, it is a very basicinstinct and trait.

The subject of play has received considerable scientific and scholarlyattention, particularly since the 1960's. That body of work issummarized below and citations to some of the principal sources areincluded. Those skilled in the art will appreciate that this is anongoing study which adds to the fund of knowledge supporting theprinciples set forth herein.

Like most basic instincts, failure to actualize the trait has harmfulconsequences for the host system. Play deprivation has been thoroughlystudied in several animal models while it has been observed in humans.At best, when occurring after major brain (neuronal) development, playdeprivation leads directly to depression. At worst, whether experiencedduring ongoing brain development in juveniles or thereafter, playdeprivation of any significant mode or duration contributes toantisocial and sometimes aggressive behavioral manifestations which canbe violent.

On the other hand, allowing or fostering healthy play attitudes andadaptations have a positively beneficial impact on physical andemotional development. These benefits can be observed literallypost-partum, when infant and mother engage in the most fundamental formof play, attunement, which serves to form the beneficial linkage betweenthem. As the infant matures, s/he naturally experiences a range of playenvironments discussed more thoroughly below. These include, forexample, rough and tumble play, social play, object play, competitiveplay, and many others. Each type or pattern of play aids in theenrichment of neuronal development and in turn manifests itself inemotional traits and what is now termed emotional intelligence. Playtypes are mutually reinforcing as developmental catalysts. So, ashumans, healthy and active play aids the pathway development for suchtraits as teamwork, problem-solving, self-regulation, empathy andcreativity, to mention but a few.

Play scientists experiment with animal models that translate to humansbut, for obvious reasons, observe human play personalities. There isclose correlation between the two-experimentation and observation. Ithas been determined that there is a continuum between what animal fieldresearch reveals and the presence of animal play personalities thatdemonstrates linkages to the fundamental development of human playpersonalities. Thus, Panksepp et al. demonstrated that play circuitsreside in the survival center of the brain by studying the play patternsof decorticated rats. Effects of Neonatal Decortication on the SocialPlay of Juvenile Rats, Physiology and Behavior, 56 (1994) at 429-443.The decorticated rats nevertheless remained attuned to and engagedfreely in complex rough and tumble play and vocal play signaling.Panksepp has demonstrated over the years the direct correlation betweenhis rat models and human brain physiology.

Pellis et al. solidified Panksepp's work through extensiveexperimentation on rat and other mammalian models, showing solidevidence of the consequences of play deprivation. The Playful Brain,Venturing to the Limits of Neuroscience. Oneworld Books (2009). Thiswork compiles animal play data substantiating the effects of play as acontributor to development both of organic cortical (neuronal) densityand the socio-emotional behaviors attributable thereto. Likewise, Pelliset al. link play deprivation and suppression to diminished social,emotional and cognitive competency in a broad range oflaboratory-controlled, play-observed social animals including rats andothers.

Play is so deeply rooted in mammalian brain systems that it has beenshown to be a fundamental drive, as are the drives for food, sleep andsex. As written by the present inventor in his book, Play: How it Shapesthe Brain, Opens the Imagination and Invigorates the Soul, Avery (2009),the impulse to play is internally generated and generally pre-cognitive.Consequently, just as sleep deprivation is known to lead to the kind ofcortical imbalance contributing to impaired judgment, play deprivationhas a similar effect. The differences arise in the periodicity of theimpairment, whereas sleep deprivation can manifest itself in a matter ofdays play deprivation requires longer periods of time before seriouseffects can be recorded. Nevertheless, suppression of this strong drivefor play and playful activities seated in the survival centers of thebrain inevitably and eventually suppresses healthy social developmentand interaction and can seriously impair judgment and emotional balance.

These roots of play spring from two fundamental factors that underlieall mammalian play. They are “attunement” and “temperament.”

Attunement arises at birth. In a healthy human mother-infantrelationship, the two lock eyes and the infant exhibits an intrinsicresponse to the mother's gaze. It is a state that is hardwired into thenascent brain just as breathing and sleeping. It is an observable state,as one watches the facial expressions and posture of the infant. This isconfirmed by Electroencephalography (EEG) studies which track the brainactivity of both mother and infant. See Shore, Allan Affect Regulationand the Origin of Self: The Neurobiology of Emotional Development(1994), Lawrence Erlbaum & Associates (Pub.) Attunement is accompaniedby a joyful state of play that prepares the infant to experience theentire range of play types discussed below.

Temperament develops in a human as the combination of nature andnurture. On the side of nature, a person's temperament is shaped bygenetics and gating events such as the ability to perceive (cognitivethreshold) and the person's state of developmental maturation. Nurturecontributes to the person's temperament through the environment in whichshe develops from infancy through the juvenile years when much of hertemperament becomes fixed. Exogenous environmental factors includeexposure to a range of activities such as music and physical exercises,coupled with the dynamics of the family in which she is raised.Endogenous environmental factors impacting temperament include suchmatters as safety and nutrition.

One's temperament exhibits tendencies that evolve during childhood. Onemay show the tendencies toward shyness while others may find it morecomfortable as an introverted or extroverted person. These, though, aretendencies and are not firmly fixed in the sense that one is predestinedto a particular temperament. The Long Shadow of Temperament, Kagan, J.C. & Soudman, C. (2004), Harvard Univ. Press.

Attunement and temperament may be catalyzed positively and negatively. Achild raised in a loving family with wholesome attention, having propernutrition and living in a safe environment will tend to have positiveattributes that display themselves in a rich and robust playpersonality. Contrariwise, there are factors that augur against thestates of attunement and temperament that lead to that result.Anti-attunement and anti-temperament influences are most typicallyrelated to physical or mental disabilities. These include but are notlimited to such factors as abuse, isolation, starvation and disease.However, except in the most extreme cases, these negative influences arecapable of remediation and the person can then develop beneficial playpatterns.

Within human play and its foundation of attunement and temperamentemerges what is widely regarded as intrinsic motivation. Just as eachplay personality is uniquely individual, so too are an individual'sintrinsic motivators. Intrinsic motivation is frequently defined asparticipating in an activity for its own sake, out of interest and forthe pleasure and satisfaction from simply performing it. Intrinsicmotivation does not necessitate an outside stimulus to foster itsemergence. Educational research has shown that students with a moreintrinsic motivational orientation will tend to outperform those whohave been accustomed to extrinsic reward systems (C. Dweck, W. Glasser,A. Kohn). Education is not alone in these findings. Research in otherfields has indicated similar results as it relates to job performance,innovation, self-management and more. Long-term behavioral change occurswhen intrinsic motivators are engaged.

While many psychologists and social scientists have exploredself-determination theories that include the roles of intrinsic andextrinsic motivation, they neglect to link the identification anddevelopment of intrinsic motivators with the survival drive to play.Perhaps this is because play was commonly denigrated as a “waste oftime” and “unproductive” during the height of industrialized massproduction, when focused attention on work was revered andnose-to-the-grindstone drive was considered what it took to get ahead.Or maybe it is because it has only been relatively recently thatneuroscience has demonstrated play as a fundamental survival drive. Inany case, there is no question that there has been an historic biasagainst play on many levels.

However, the world is changing rapidly and the traditionalindustrial-financial economy and its jobs are in major disruption. Whatis emerging is the global creative economy. The majority of the jobs ofthe future have not been invented yet.

Play is the genesis of innovation and fosters self-regulation,resiliency and creativity humans need to adapt to a rapidly changingworld. Those who play have a competitive advantage.

Stanford Psychologist Albert Bandura's social learning theory, whichemphasizes self-efficacy, highlights that external, environmentalreinforcement as not the only factor to influence learning and behavior.He described intrinsic reinforcement as a form of internal reward, suchas pride, satisfaction, and a sense of accomplishment. These contributeto the individual's belief in his own competencies and capacities, hisself-efficacy. It is Bandura's research that has influenced DavidKelley, Founder of IDEO, one of the world's most innovative designcompanies, and Founder of Stanford University's famed d.school, theHasso Plattner Institute of Design. Bandura provided inspiration toDavid Kelley and his brother Tom's book, Creative Confidence: Unleashingthe Creative Potential Within Us All. The Kelley brothers shatter themyth that only some people are creative. They show, and Play Scienceelaborates, that everyone is intrinsically creative.

Dan Pink, author of Drive: The Surprising Truth about What Motivates Us,shows that carrot and stick extrinsic motivators can achieve preciselythe opposite of their intended aims. Rewards can transform aninteresting task into a drudge. They can turn play into work.Traditional “if-then” rewards can give us less of what we want. Theycan:

-   -   Extinguish intrinsic motivation    -   Diminish performance    -   Crush creativity    -   Crowd out good behavior    -   Encourage cheating, shortcuts and unethical behavior    -   Become addictive, and    -   Foster short-term thinking.

Nobody knows exactly how the emerging creative economy will fill thevoid left by industrialization. However, trends such as the DIY andMaker Movement indicate that the people who tap into and sustain theirinnate interests and talents will develop levels of mastery in skillsvery valuable for the future, all the while enjoying the beneficialoutcomes of their biological design to play. This is in alignment withGoogleX leader Astro Teller recently indicating “we've just failed sofar to get technology to its higher purpose, which is to get technologyout of the way.”(techcrunch.com/2014/05/06/googlex-head-of-moonshots-astro-teller-technology-should-make-you-feel-more-human-not-less-human/)

The following, including the references cited therein, arerepresentative of publications relating to the topic of play.

In his 1938 book, Homo Ludens or “Man the Player” (alternatively,“Playing Man”) (1950), Roy Publishers English Translation, Dutchhistorian, cultural theorist and professor, Johan Huizinga discusses theimportance of the play element of culture and society. Huizinga uses theterm “Play Theory” to define the conceptual space in which play occurs.Huizinga suggests that play is primary to and a necessary (though notsufficient) condition of the generation of culture.

Play-Its Role in Development and Evolution, edited by Jerome Bruner,Aslison Jolly, Kathy Sylva, (1976) Basic Books, is a seminal collectionof essays and articles, edited to present the then-existing knowledgebase about play.

Ontogeny and Phylogeny, (1977) The Belknap Press of Harvard University,by paleobiologist Stephen Jay Gould, painstakingly develops the evidencefor neoteny as a basic biological pattern of design for humans and thatplay is a hallmark of neotenous creatures. This forms a credible basisfor later anthropologic reviews that demonstrate human's hunter-gathererheritage as being consistently playful.

Robert Fagen, Animal Play Behavior (1981) New York, Oxford UniversityPress, presents a comprehensive, descriptive magnum opus on animal playthat demonstrates the patterns of play, including body, object, social,gaming play, etc., as summarized hereinbelow.

Mihai Spariosu, Dionysius Reborn: Play and the Aesthetic Dimension inModern Philosphical and Scientific Discourse, (1989) Cornell UniversityPress, places into a broad perspective the historic and contemporaryphilosophical discourses relevant to play and contemporary science(though not neuroscience) including quantum theory. This workanticipates the later Panksepp and Pellis neuroscience findings thatplay is both rational and pre-rational.

In his work, Bright Air Brilliant Fire: On the Matter of the Mind,(1992) Basic Books, dual Nobelist Gerald Edelman provides a solidhypothesis and preliminary evidence for what now is becoming widelyaccepted as epigenetic cerebral cortical “turn-ons” prompted byenvironment (play) inputs which induce the creation of new cortical“maps.” As attempts to correlate clinical human play observations withbasic science findings, a more comprehensive view of both the overallclinical expressions peculiar to play, and mammalian evolutionaryheritage is becoming clearer with evidence from both camps tosubstantiate it.

Animal Play, Evolutionary, Comparative, and Ecological Perspectives,Marc Bekoff and John Byers (ed.) (1998) exemplifies the validity andutility of animal neuroscience as a base for ther study of mammalianplay patterns. The present inventor is the author of the article titled,Play as an Organizing Principle, Clinical Evidence and PersonalObservations (Chap. 12). This contribution is a foundation for thesynthesis between animal play patterns and deprivational findings inboth animals and humans.

The Ambiguity of Play, Brian Sutton-Smith (1997) Harvard UniversityPress is a foundational work describing play in all its variations andproviding the ground for human flexibility adaptability and innovation.

Affective Neuroscience-The Foundations of Human and Animal Emotions,Jaak Panksepp (1998) Oxford University Press, is considered by manyscientists a paradigm shifting work in the field of play neuroscience.Among other groundbreaking contributions to the science of play, thiswork by Panksepp, primarily studying and objectifying rat play and otherbasic rat behaviors, established play as a survival drive among playfulsocial mammals.

The Nature of Play: Great Apes and Humans, Anthony Pelligrini, Peter K.Smith (2005) Guilford Press, studies both playground and ape ethologicobservations and shows, for example, the importance of rough and tumbleplay in both humans and apes for subsequent social competency anddevelopment.

Sergio and Vivien Pellis, The Playful Brain, Venturing to the Limits ofNeuroscience (2009) One World, Oxford, substantiates Panksepp's work,and extends it to demonstrate the behavioral consequences of adequateplay, as well as the dire effects of deprivation.

The Archaeology of the Mind, Neuroevolutionary Origins of HumanEmotions, Jaak Panksepp and Lucy Bivens (2012), W.W Norton & Co., NewYork, London, is another compendium of information concerning play inmammalian species. In their work, these authors demonstrate that thegeneration of play develops the cortical circuits necessary forsocial-emotional-cognitive competencies.

Those skilled in the art may also confer The American Journal of Play,on whose editorial board the present inventor serves, for additionalscientific and scholarly works in the field.

As is apparent from the preceding summary, there is a robust literatureon the science and application of play as a fundamental aspect of humandevelopment and healthy human emotions. However, there are no means fortranslating that fund of essential knowledge into practical applicationsthat can benefit individuals either in their personal or business lives.By demonstrating, interpreting and monitoring the biomarkers thatidentify play, its benefits and the consequences of its deprivation, theplay-related data can be translated into action policies andcross-sector applications.

BRIEF DESCRIPTION OF THE FIGURES

FIG. 1 illustrates the principal play types/patterns along with theirsignatures or descriptors;

FIG. 2 illustrates selected, exemplary play dynamics;

FIG. 3 illustrates a range of selected play triggers;

FIG. 4 shows a pair of play contexts that can differentiate variousaspects of the play types shown in FIG. 1;

FIG. 5 illustrates the hierarchal arrangement of a computer memory,partitioned into sectors that comprise an historical database containingbackground data with feedback to achieve heuristic updating eithercontinuously or periodically;

FIG. 6 is a background questionnaire that elicits demographic data froma user or subject;

FIGS. 7A and 7B exemplify a play history questionnaire which can beadministered by a clinician to a subject or used without suchsupervision by a user, which is a guided set of question topics togather data concerning a person's play history;

FIG. 8 is a flowchart that illustrates use of play personality ingenerating a ranked list of available options, according to anembodiment;

FIG. 9 is a block diagram that illustrates a computer system upon whichembodiments may be implemented; and

FIG. 10 illustrates that environmental triggers can activate theintrinsic motivators within the innate drive to play and the combinationof play types and patterns, combined with play dynamics (FIG. 2), sculptthe individual play personality

DETAILED DESCRIPTION OF PREFERRED EMBODIMENTS

As illustrated by the citations provided herein, there is a rich androbust literature on the science of play. Many scholars and scientistshave studied play from its roots deeply seated in the brain to themanifestation of each of healthy and suppressed play patterns on humanbehavior. The science is precise. However, there has been nosystematized pairing of theory and practice into tools usable byclinicians and individuals.

Techniques and systems are described hereafter for:

-   -   determining a person's “play personality”    -   narrating or graphically representing play types/patterns and        play personality    -   identifying intrinsic motivators through play    -   storing and updating a “play profile” for the person    -   performing actions based on the profile to help ensure that the        play needs of the person are met.    -   assessing and identifying/determining Play Deprivation

As used herein, the “play personality” of a person indicates the typesof play that best satisfy the play needs of the person. For example, theplay personality of one person may indicate that narrative play bestsatisfies the play needs of the person, while the play personality ofanother person may indicate that rough and tumble play best satisfy theplay needs of the other person. The “play profile” of a person is a setof one or more electronically-stored records that reflect the person'splay personality.

A user's play personality may be represented in a variety of ways. Forexample, in one embodiment, a play personality is represented by adetailed narrative report that indicates the weighted playtypes/patterns of a user, and may include an indication of any playdeprivation. A play personality can be displayed graphically. Agraphical representation of a play personality my include:

-   -   icons based on weighted play patterns    -   symbols    -   caricatures    -   an avatar    -   animals    -   colors, etc.

According to one embodiment, regardless of the specific form of thegraphical representation of a play personality, that representation isdynamic and can change as the play personality shifts over time.

An “activity profile” is a record of the activities in which a user iscurrently engaged. If the activity profile indicates that a person'splay needs, as indicated in the person's play profile, are not beingsatisfied, then the person may have a “play deficit”.

In one embodiment, play personalities may be represented in a playprofile by weights for each type of play type, where play types that aremore satisfying to a person are assigned higher weights in that person'splay personality. For example, a user that derives the greatestfulfillment from rough and tumble play may have the play profile:

-   -   object 0.2    -   pretend 0.3    -   social 0.5    -   rough and tumble 0.9    -   body 0.8    -   exploratory 0.3    -   celebratory 0.4    -   competitive 0.7    -   ritual 0.2    -   fantasy 0.1    -   narrative 0.1    -   games/gaming 0.3

In contrast, a person that derives greatest fulfillment from narrativeplay may have the following play profile:

-   -   object 0.2    -   pretend 0.6    -   social 0.8    -   rough and tumble 0.2    -   body 0.3    -   exploratory 0.3    -   celebratory 0.4    -   competitive 0.3    -   ritual 0.6    -   fantasy 0.8    -   narrative 0.9    -   games/gaming 0.7

As shall be described in greater detail hereafter, there are many waysin which a person's play personality may be representative, andembodiments of the invention are not limited to storing weights for eachplay type.

Uses of Play Personalities

The techniques and systems described hereafter make use of activityprofiles and play personalities so play can productively be incorporatedinto one's life in a proactive, meaningful and effective manner. Asshall be evident by the systems and techniques described hereafter,there are many benefits to humans from understanding of a person's orgroup's play personality. These include the following:

-   -   There is broad applicability for improved adult personal life        functioning and overall improved competency in such matters as        personal development programs, life coaching, career development        and similar lifestyle activities.    -   The evaluation of human resources career/job placement by        finding “good fits” between a person's play and overall        personality and job requirements. For example, assaying one's        play personality can yield an understanding of the person's        metaphoric thinking skills and thus suggest a career in        engineering or the like. Along these lines, understanding the        play tendencies of a workforce or select segment of it can aid        in positive and effective organizational development.    -   Parents and teachers can strive to optimize each child's welfare        and innate competitive advantage(s). Assaying a child's play        allows parents and teachers to identify, implement and enrich        the child's internally generated natural play proclivities,        intrinsic motivators, and their play talents and exploration,        all while supporting life mastery. This is the antithesis of the        “Tiger Mom” approach to parenting where “performance        expectations” come from outside the child, may not be in harmony        with the child's temperament and natural play proclivities, and        tend to be linear, rigid and narrowly focused. It is also        postulated (by Panksepp) that appropriate play regimes can be        helpful for children diagnosed as ADHD, allowing for the        reduction and perhaps elimination of drug therapy.    -   It is known that play fosters curiosity and creativity.        Identifying the play regimens of a workforce or selected members        within it can point to ways management can inspire better design        and innovation practices within an organization.    -   Community development and fostering inclusiveness in disparate        ethnic or cultural populations can be promoted through play.        Properly structured playful activities can level the playing        field and promote tolerance and cooperation. This has the        capacity to yield senses of belonging, meaning and purpose that        undergird the feeling or experience of community. Play can also        become the basis for learning and applying conflict resolution        techniques. Play can develop empathy, self-regulation, a sense        of belonging, tolerance and resiliency, and social skills—the        essence of community building and conflict resolution.    -   Inasmuch as play deprivation or suppression has deleterious        effects in a human population, there are applications for play        “therapy” in such socially dysfunctional situations as racial        and ethnic conflict, high school drop-out, teen pregnancy, gang        participation, anger management, obesity, depression, addiction        disorders, obsessive-compulsive disorders, and others.    -   Compatibility and intimacy are fostered by actualizing one's        play personality. Identifying one's play patterns and tendencies        can aid in developing and sustaining deeper engagement in human        relationships.    -   Gaming and particularly video gaming is too often thought of as        violence-based. However, gaming technologies now permeate        educational curricula to drive learning, within health        industries to prevent and treat disease, in corporate innovation        programs and similar settings where learning or knowledge        acquisition is made to be enjoyable, self-paced and engaging.        Gaming design and play within virtual worlds can be harmonized        with, and grounded in, the human biological design to play        through the actualization and integration of play profiles and        personalities in the design development process.    -   Geriatric programs are envisaged to be improved by incorporating        play-infused programs for the elderly, especially associated        with developing engagement in the pre-cognitive areas with those        identified with dementia.

Various embodiments are described hereafter in which a systemautomatically compares and contrasts data in two databases to yield aplay personality and a play quotient, both absolutely and relatively,and then allows the user (whether or not aided by a clinician) severaloptions in response thereto. In its simplest manifestation, a computerimplemented system stores

-   -   a first set of data in an updatable historical database        containing background information on play and its parameters,        drawn initially from the scholarly work described above and        known to those of ordinary skill in the art, and    -   a second set of data characterizing the play history of a user        or subject.

The user data can then be compared with the historical data and severalresults may be drawn from that comparison. These aspects of the presentinvention are described in detail below.

The instant system may be deployed in several alternative ways torealize or achieve its benefits. The systems may be “administered” by aclinician, who typically will be a person having background skill,knowledge and experience in the science of play. When the system isadministered, the person whose profile is being taken by the clinicianis termed herein as a “subject.” However, there are no strictrequirements that the system be administered and that is one of itsbasic benefits—that an individual may self-administer the methodologyequally efficaciously. When self-administered or otherwise without theguidance of a clinician, the person whose profile is being deduced istermed a “user” to distinguish those two modalities.

Play Types/Patterns

According to one embodiment, a system stores in memory data indicativeof a number of play types, such as those illustrated in FIG. 1. Eachplay type is accompanied by a set of signatures or descriptors. FIG. 1describes those play types generally most relevant to humanmanifestations of play, though those skilled in the art may wish to addothers they desire to complement those illustratively shown in thefigure.

The play types selected by the present inventor include, Object,Pretend, Social, Rough and Tumble, Body, Exploratory, Celebratory,Competitive, Ritual, Narrative, Fantasy and Games/Gaming. Each play typeis accompanied by a set of signatures or descriptors differentiatingthem from one another without significant overlap.

For example, Pretend Play is characterized by play that originatesinternally to the user or subject, and results in a state of playinduced by imaginary context and content. Contrast Pretend Play withNarrative Play. The latter is characterized, for example, as thecreation of a story having a beginning, middle and end. Though one mayperceive similarities, the two remain sufficiently distinct thatactivities or behaviors can confidently be placed into one or the other.The same is true when one further considers Pretend Play, which sharescertain similarities with both Fantasy and Narrative types of play.Those similarities notwithstanding, the “nonscripted” element of PretendPlay differentiates it from Narrative Play which tends to develop ascript as intrinsic to the story or Fantasy Play in which there is aparticular context. This is not to say that a user or subject will notengage in all of these types of play, Fantasy, Pretend and Narrative,and those skilled in the art would indeed expect a person to enjoy allas well as other play types as part of their play personality. The moreimportant point of the categorization among these play types is theability to recognize and analyze each of them separately and distinctly.

In a like vein, Rough and Tumble Play is closely allied with CompetitivePlay, whereas Competitive Play and Celebratory Play share commonattributes. For example, Rough and Tumble Play is characterized by thesignatures shown associated with that play type in FIG. 1. Whatseparates Rough and Tumble Play from Competitive Play, such as footballor basketball as forms of team oriented Competitive Play or fencing asan individual style, is the “exchange of dominance” factor in the formerwhich is volunteered during the Rough and Tumble play session. WhileCompetitive Play environments yield an exchange of dominance as oneteam/individual or the other is poised to score, that exchange is notvolitional but occurs as a natural consequence of and is intrinsic tothe manner in which Competitive Play develops within a scripted set ofrules or guidelines and carries on as one scores or another steals theadvantage. Thus, it is volitional exchange as opposed to aggressiveexchange which is a distinguishing signature. Then too, while there maybe moments of celebration during a session of Competitive Play,Celebratory Play is characterized as a celebration at the end of acontest. Along these lines, in a Competitive Play mode at itsconclusion, one team will win the contest and the other will lose.Celebrations during the contest generally occur when one or the otherscores and reveals the exuberance of the score as opposed to the winningof the contest itself. Celebratory Play can involve both winning andlosing players as they come together after the competition is won inmutual recognition of the way the contest was played and played out.

The Transformational Nature of Play

By observing the patterns of play or “play types” as they emergedevelopmentally in both animals at play and humans, the capacity forbroad transformational outcomes become apparent. An example of earlyhuman play in the gleeful exchange between mother and infantdemonstrates its capacity to add new dimensions to that exchange ineach. The baby smiles as a signal of its glee, and the mother respondswith lilting “baby talk”. Then as the exchange continues over time, thebaby begins to vocalize in a playful musical cadence. Thistransformation would not occur without the playful interaction (socialplay). In animal play, the movements associated with a cat or badgerplaying with a moving ball creates new complex bodily movements thatotherwise do not occur when such play is avoided during controlledcircumstances. Thus the transformative socialization in the firstexample, and the bodily skills transformation in the second, demonstratethe capacity of play to initiate and sustain transformations.

Transformations through play occur through the intrinsic motivation toparticipate in an activity or interaction for the sheer enjoyment of it.Such self-motivated and self-sustained activity over time leads toinnovation, creativity, skill development and mastery. Extrinsicmotivation and external reward systems may temporarily increase measuredperformance goals, however they generally do not transform behaviorsover long periods of time precisely because they do not engage theintrinsic motivators that can be found through play.

Handicapping

An innately operative aspect of play seen in humans and animals is theability to harmonize widely variant strengths and skills which allowplay to continue. Examples from the animal world in the wild includesuch observations as a wild polar bear (1200 lbs) and a sled dog (100lbs.) engaging spontaneously and repeatedly in a prolonged bout of roughand tumble play. The bear restrains his much greater strength, and playssubserviently or deferentially to the sled dog at times in agive-and-take fashion so as to allow the play to continue. In morecomplex human games, for example, the maintenance of enduring playfulcompetition in golf or bowling demonstrate the principle of playfulhandicapping by giving a less accomplished competitor points to keep theplay going with mutual enjoyment despite widely varying strengths orabilities.

Play Dynamics

The array of exemplary play types depicted in FIG. 1 is allied withseveral play dynamics shown diagrammatically in FIG. 2. “Play dynamics”generally refers to how play can happen and/or is expressed. Playdynamics are, as with all of the essence of play itself, influenced by aperson's temperament and attunement to play as noted herein. Playdynamics include concealment/revealment, self-sustaining andself-motivating, iterative and then those that are either creative ordestructive. These broad dynamics or expressions of play are ways offraming the ongoing process of play to reveal a person's playpersonality in accordance with the present invention.

Play Triggers

FIG. 3 displays a number of predominant play triggers, the precursors orinvitations to play. There are the obvious or overt triggers such as anexplicit invitation or other vocalization. Others are more in the natureof suggestions, such as a playful gesture, a social smile or sustainedeye contact. Still others are more masked but still possess a strongincentive or invitation to play. This includes, for example, certainsmells that create a memory or recollection associated with a person'splay history or other appeals to the senses that are reminiscent ofprevious play activities. These and other intrinsic and extrinsictriggers can initiate interpersonal play or self-created and sustainedplay episodes.

Play Contexts

FIG. 4 illustrates two particular play contexts. They are scripted andunscripted play. Unscripted play embraces those play types that tend tobe spontaneous such as Fantasy Play or Rough and Tumble Play and wouldskew toward those play types that are undertaken alone such as manyforms of Pretend Play. Scripted play types usually concern play that hasrules such as Competitive Play or many forms of Object Play, such asgolf. Some rules prescribe the manner in which the play is to beconducted, such as the actions that are allowed when playing baseball.Other rules are proscriptive in the sense they rule out certain actionsor, in Object Play, certain devices or the like that cannot be used.There is another variant of scripted and unscripted play that sometimesoccurs, as when adults vis-à-vis children proactively manage or overseea child's or children's play activities. If taken to an extreme, theactivity in question loses much if not all of its value as play and canhave harmful effects when this occurs over an extended period of time.

The Historical Database

FIG. 5 shows the overall content and general structure of the HistoricalDatabase. The Historical Database initially houses data coming from thescientific and scholarly literature described both specifically andgenerally above. Preferably, the Historical Database is posted to aserver with access allowed to a set of permitted individuals authorizedto write to the database. Alternatively, the Historical Database iscloud based with access either open or restricted. In any of thesesituations, permitted individuals are preferably allowed to write andread but not delete or modify any data.

Also, in the preferred embodiments, the Historical Database is updatedheuristically as individual users or subjects access the system to makeuse of its features and advantages. More specifically, as the system isaccessed by users (either self-administered or under the supervision ofa clinician), the data they enter as representative of their playhistories are added to the data already resident in the HistoricalDatabase to increase its breadth and depth of actionable, addressableintelligence.

The Historical Database contains sectors related to play types,including play dynamics/intrinsic motivators and play triggers, all ofwhich will be used when a user interacts with the system as describedmore fully below. The Historical Database further includes sectorsdealing with certain of the very basic elements of play that will becommon among all users. These are predominantly in the categories of“Attunement” and “Temperament” and their antagonists as described morefully above.

In one embodiment, the Historical Database contains global data coveringall users for whom data is available. In alternative embodiments, theHistorical Database only has data for users that have certain attributes(e.g. Hispanic males living within the United States). In yet otherembodiments, the Historical Database has global data covering all users,but has a mechanism for extracting from the database historical data forsubsets of the users. In embodiments where historical data may beextracted for subsets of users, the historical data used for any givenuser may be the historical data for the users that are similar to thatgiven user. For example, the historical data for Hispanic males livingin the U.S. may be used in relation to a Hispanic male that lives in theU.S. Similarly, the historical data for white females that play golf maybe used in relationship to a white female that plays golf.

Determination of Play Personality

In one embodiment, determining play personality of a person begins withpresenting a questionnaire, such as the ones illustrated in FIG. 6 andFIGS. 7A and 7B, to the person. The questionnaires can be administeredby a trained clinician or may be completed by the user herself. Whenadministered by one of ordinary skill in the art, that artisan mayelaborate on the range of questions or may, guided by the principles setforth herein, use follow-up questions to draw out further details. Thesystem and methodology works well from either approach-self-guided oradministered.

Instead of or in addition to a manually administered questionnaire, playpersonality may be determined automatically based on informationcollected by a computerized system. In the simplest case, the system mayelectronically display a questionnaire, receive the answers to thequestionnaire through user input, analyze the answers based, at least inpart, on the information in the Historical Database, and therebyautomatically determine the play personality of the user.

In more complex embodiments described hereafter, the automateddetermination of a person's play personality may involve derivinginformation about the person in ways that are much subtler thanpresenting a questionnaire. For example, information about the person'splay personality may be derived from the user's conduct during an onlinegame. As another example, a game may be designed in such a way as toelicit from the user, through interaction with game elements,non-playing characters, and the avatars of other users, the informationthat would otherwise be obtained with the questionnaire.

Obtaining Demographic Information

FIG. 6 elicits basic background information on the subject concerningher demographics. There are differences to be observed, sometimes subtleand sometimes overt, depending on such background factors as sex,religion, cultural heritage and age. For example, males play somewhatdifferently than females and this difference changes over different ageranges. Likewise, some cultures are more or less hospitable to play andthe state of play it induces. One's geographic location may tend toaugur for more or less play in or around nature if a person resides in arural environment while urban dwellers may skew to different play typesdue to environmental constraints.

Regardless, the demographic data such as that illustrated in FIG. 6 iscollected and stored in a Subject Database depicted in FIG. 7A.Preferably, this data is also collected and used to update theHistorical Database either automatically or at a predetermined time whensimilar data is uploaded to increase the breadth of data housed therein,thereby conferring on the system a greater range of data when deployedin a subsequent enquiry by a later user or subject.

Obtaining Play History Information

The subject interview continues with a Play History questionnaire shownin FIGS. 7A and 7B. The questionnaire, as with the demographics enquiryof FIG. 6, can be administered by a professional or can be user inputtedas she is led through the questionnaire under the guidance of controlsoftware in the system of the present invention. FIGS. 7A and 7B setforth a series of sample questions to which the subject/user responds.It begins with family background to complement the demographicspreviously collected. The family background questions, thoughdemographic in general, are more directly relevant to the person's playhistory so those answers are collected more specifically than generally.In addition to learning whether the subject/user has a(multigenerational) nuclear family, the questionnaire elicits at leastbrief details about the play tendencies of those individuals as well,and whether parents/grandparents/uncles/aunts or other adult figureseither encouraged, discouraged or participated in the subject's play asa child, juvenile or adult. The presence of pets in a household, andespecially animated pets, can influence a person's play tendencies andtypes. Play with peers at all stages of development also impacts aperson's play personality and play tendencies.

The questionnaire, still aided by software, leads the subject through aseries of questions, illustrative ones of which are depicted in thefigures. These questions range from the general to the specific. Forexample, as a general question, the subject is prompted to answerwhether he considers himself a playful person. After the general prompt,depending on the answer, the pattern flows into a series of morespecific questions concerning either preferred play types, some of whichare shown in the figure and drawn from the Play Types identified in FIG.1 or, if answered in the negative, extracts information concerningimpediments to play. The user can answer using radio buttons or otherconventional means where he can use a mouse and click on one or anotherof a set of possible responses. There are also places for the user toenter narrative answers as well at each stage of the interrogationprocess. More specifically, a comment box will appear in a conventionalmanner as each set of questions is answered by clicking on an associatedradio button. For example, if the user indicates he is a playful person,a comment box will appear with the heading “Why do you say that?” Havingfilled in that comment, the user is directed to a set of alternativeswhich parallel a variety of play types, only a few of which are shown inFIG. 7B. Once again the user is prompted to indicate the play types heprefers. Comment boxes are provided to allow the choices to be weightedand other comment boxes appear to elicit basic information on why eachplay type was selected and why others were not.

The questions of a play questionnaire strive to elicit from the user orsubject a range of information that involves attunement, temperament andspecific play activities over his/her lifetime (data may also be derivedfrom a game). For example, there are questions dealing with familyhistory that delve deeper into the person's interactions with familymembers when s/he was an infant and young child. Answers to thesequestions help establish the important background on attunement. Otherquestions probe family life and culture. With answers to such questions,one's temperament can be ascertained and, as will be seen below, can bedeveloped through playful interactions and activities. There are alsospecific questions dealing with the person's own play history, what s/heliked or didn't, those play types that the person found most engaging,and the like. Those skilled in the art, guided by the principles setforth herein, can readily devise their own questionnaires (or games),provided the process address the topics of attunement, temperament andplay throughout or at present within the subject's or user's lifetime.

Answers may be recorded in any of a number of convenient ways, whetherthe questionnaire is administered by a clinician or self-administered bythe user. For example, answers may be recorded in a coded form where aseparate field is provided for each question, such as a field 77 inwhich to record the answer to question 77. The field may be textual andthe answer analyzed using key words. The field may be oral, so that theuser or subject vocalizes answers and speech recognition softwareemployed to correlate answers with data in the Historical Database.Alternatively, each question may be broken down into its componentelements and radio buttons provided so the user or administrator cansimply use mouse clicks to record the essential elements for eachanswer.

The manner in which answers are drawn from the subject or user is ofmuch less importance than the data itself. Data can just as effectivelybe collected through a game and/or body/facial decoding software orbiometric/biosensor detection as through an explicit questionnaire. Suchdata can represent the individual's entire play history and itsfoundations in attunement and temperament.

Data from the subject or user is collected and used in two specificways. First, this data populates a Subject Database representative ofthe individual's play history in all of its relevant aspects. Second,this data is transmitted to the Historical Database to update itscontents with additional statistical information, thereby continuouslyenriching the content used for later analyses.

Upon completion, system software makes a comparison of the data in theSubject Database to the data in the Historical Database. Comparisonsoftware may easily be written or obtained commercially. For example,data in the Subject Database concerning attunement is compared with datain the Historical Database concerning attunement and an attunementprofile is developed. The subject's answers may indicate strong bondswith her mother and corresponding data in the Historical Database willcorrelate with that data. Alternatively, the subject may have sufferedsome form of abuse and the corresponding data in the Subject Databasewill correlate with anti-attunement data to be reported. Play types andintensities in the Subject Database will draw from the HistoricalDatabase the corresponding data housed in the latter.

Play Personality Determination Example

According to one embodiment, determining a person's play personalityinvolves:

1. Establish basics—Age, gender, religion, educational statuscurrent/past employment history, marital status, brief familybackground, i.e., siblings, cultural heritage, geographic locales.

Questions that may be used to obtain this information include: A. Whatis your earliest memory of playing as a child? B. Were you an onlychild, or were there siblings?How many, what genders?

2. Obtain primal elements of play personality from early childhood data.Can usually retrieve sufficient data from this emphasis to showproclivities for one or more of the basic patterns of play, i.e, body,object, social, imaginative, ritual, games, etc. and relative degree ofadequacy or early deprivation.

If major deprivation or full play amnesia exists, a potential decisiontree might move the questions away from further play narrativedevelopment and proceed to current adult play activities. Questions toobtain other primal elements of play personality include: A. What werethe ways you played in elementary school (grades1-4?) B. Did you haveplaymates—adults, children, pets?

3. Develop early life individual play narrative to assess if primalpatterns from childhood were or were not enriched, developed orthwarted. If entirely novel or new patterns emerge, they should beincluded as contributory to basic play personality that is naturallybecoming more complex.

This narrative generally proceeds through sequential questioning fromlate elementary through middle school and adolescent years. Individualpreferences tend to be sustained though modified by family, cultural,gender and situational variations.

Questions to obtain early life individual play narrative include: A. Didyour parents or caregivers allow you to play as you liked? B. Was yourplaytime structured? By whom?

4. Establish intrinsic and potentially acquired outline of current adultplay personality. What in life now fulfills some of the basic criteriathat constitute authentic play? Are they in alignment with currentvocational heritage, or do they align with the current job description?Work-play separation or integration? Leisure choices, friendshippatterns, romantic-marital choices, games, ritual (birthdays, holidays,etc) play choices. Questions to obtain this information include:

A. What do you like to do that is pleasurable when you are not working?B. What do you like most about your work? C. What do you wish you couldspend more time doing?

5. Integration of play narrative with prior or current vocationalchoices. Does the current or past vocational history align with what hasbeen demonstrated as the major elements of the underlying playpersonality? Questions to obtain this information include:

A. Does your play today resemble your play of earlier years? B. Do youfeel you play enough? C. Does your work get in the way of your play? D.How often do you play?

Automated Collection of Play Personality Information

In the example given above, the information used to determine the playpersonality of a person is obtained using a questionnaire, which may beexecuted in-person. However, in alternative embodiments, the playpersonality of individuals is determined based on actions, taken by theindividuals, that are captured by a computer system.

Examples of actions that can automatically be captured include, but arenot limited to:

-   -   the type of items that are purchased online (gardening tools or        a Rubik's cube may, for example, indicate someone who enjoys        object play)    -   a user's responses to an online questionnaire;    -   a user's narrative, physical and/or physiological responses to        content in an online environment, whether or not such responses        are consciously made (e.g. captured voice, sensor-detected        motions, sensor-detected dilation of pupils, etc.)    -   the actions taken by a user within a game environment (frequent        use of “chat” may indicate someone oriented to social play,        while spending a significant amount of time exploring a virtual        world may indicate someone oriented to “exploratory” play)    -   the type of computer programs downloaded and/or used by a user        (computer-aided design programs indicate enjoyment of object        play, while electronic versions of a board game indicate        enjoyment of game play)    -   the topics/content reflected in the electronic communications        (email, texting, instant messages) of a user    -   the topics/content reflected in books purchased online by users    -   topics/content reflected in web sites visited by users    -   the online social communities to which users belong    -   interests reflected in comments made by users in online social        applications    -   the persons to whom a particular user is socially connected in        online social applications

Automatically Determining a Baseline

Irrespective of the tactical manner in which the skilled artisan choosesto make the comparisons between the Subject Database and the HistoricalDatabase, the intersection of the two sets of data defines the baselinefor determining the play personality and play quotient of the subject.Once the baseline is established, which is the locus of both the playpersonality and play quotient, the user or subject may refine thoseresults with further feedback.

A fundamentally important output within a person's baseline is anyevidence or suggestion of play deprivation or play suppression either asan ongoing trait or an historical one. Play deprivation can lead tosevere antisocial and other dysfunctional behavioral patterns in aperson's life, including a tendency for violent manifestations as hasbeen observed by the present inventor in his studies of mass murders. Ofcourse, not all play deprived people are destined for a life of violencebut the obverse is equally true-those with healthy play personalitiesare much less likely to resort to violence when confronted with aserious problem or conflict. As previously noted, play deprivation orserious play suppression is a catalyst for depression and this too isnot prevalent in persons with a healthy play profile or personality.

When serious play deprivation is discerned as an historical issue in aperson's profile, it can manifest itself in either or both theattunement and temperament spheres of the individual's play history, andsuch deprivation is also reflected in a resultant constricted playpersonality. Identifying specific developmentally absent or later inlife suppression of play experiences allows the participant to establishawareness of the specifics of his/her deficiencies. This level ofspecificity offers the play-deficient participant remediationdescriptions that fit the deficiency, and offer improvements in healthand well-being that are the proven results of improved play hygiene. Thepersistence of major play deficiencies can be demonstrated to result inpsychosocial dysfunction. Thus this invention provides a methodology fordetecting and remediating major play deficiency.

Play Quotients

The play quotient is computed much like a person's IQ. Because theHistorical Database contains data which is updated as more people usethe system, as that data is accumulated overtime a user's or subject'sactivity profile may be compared with those of all other users andsubjects where the average is normalized, for example, to a score of100. A play quotient gives a person using the present system a simpleway to keep track of where he stands and whether he is experiencing astate of play deprivation that can lead to negative consequences, notthe least of which is depression as is known from the literaturediscussed above. In that event, he knows how important it is to increasethe playful activities in his daily life and can proactively manage thisaspect of his mental and physical health. The baseline further enablesother lifestyle actions once it is known to the user or subject.

How engaging in a play activity affects a person's play quotient isbased, at least in part, on the person's play personality. For example,assume that a person's play personality has a weight of 0.1 fornarrative play, and 0.9 for rough and tumble play. Such a person wouldderive little satisfaction from narrative play, and significantsatisfaction from rough and tumble play. Consequently, if such a personregularly engages in narrative play, that person's play quotient wouldincrease only slightly, if at all (unless reading a narrative aboutrough and tumble play, such as a sports event, may heighten the score).On the other hand, if that person engages regularly in rough and tumbleplay, that person's play quotient would increase significantly. Thus, alow play quotient does not necessarily indicate that a person is notengaging in a sufficient amount of play activities. Rather, it indicatesthat the person is not engaging in a sufficient amount of activitiesthat satisfy that particular person's play needs.

Process of Selecting an Option Based on Play Personality

Referring to FIG. 8, it is a flowchart illustrating steps for selectingan option, from multiple available options, based on play personality ofa group or individual. The flowchart illustrated in FIG. 8 is applicableto any context in which play personality is a factor in selecting amongavailable options. Those contexts are virtually limitless. For thepurpose of illustration, the steps of FIG. 8 shall be described withreference to the specific context of a job-seeker selecting among jobopportunities.

Referring to FIG. 8, at step 800 each option, from the global set ofoptions, is associated with a set of play-type weights. The global setof options generally refers to the set of all possible options of thetype at issue, even though some of those options may not always beavailable. For example, in the context of selecting among jobopportunities, the global set of options may be all types of jobs. Thus,step 800 would involve assigning a set of play-type weights to each ofpotentially thousands of job types.

In one embodiment, the step of assigning a set of play-type weights tooption is performed by people that are familiar with both the meaning ofthe play types and the nature of the options. For example, in thecontext of job opportunities, the assignment may be performed by someonefamiliar with both the meaning of the play types and the requirements ofthe various jobs. Such a person may, for example, assign the job ofgarbage collection with the following weights:

-   -   object 0.9    -   pretend 0.3    -   social 0.2    -   rough and tumble 0.7    -   body 0.8    -   exploratory 0.3    -   celebratory 0.4    -   competitive 0.7    -   ritual 0.2    -   fantasy 0.1    -   narrative 0.1    -   games/gaming 0.1

On the other hand, such a person may assign the job of dental assistantwith the following weights:

-   -   object 0.9    -   pretend 0.3    -   social 0.2    -   rough and tumble 0.6    -   body 0.5    -   exploratory 0.8 (they like to hunt for cavities, plaque, etc,)    -   celebratory 0.4    -   competitive 0.7    -   ritual 0.2    -   fantasy 0.1    -   narrative 0.4    -   games/gaming 0.3

In some circumstances, not all options in the global set of options maybe available. For example, assume that the global set of options is “allpossible job positions”. At any given time, there may be job openingsfor some job positions, but no job openings for other job positions.Consequently, the set of currently-available options (the set of jobpositions for which there are opening) may be a relatively small subsetof the global set of options (the set of all possible job positions). Toaccount for the fact that some options in the global options may not beavailable, in step 802, the currently-available options are determined.How the currently-available options are determined may vary based oncontext. For example, in the context of job options, the set ofcurrently-available options may be determined by electronicallygathering data from one or more online job listing services. The datathus gathered may indicate the job categories for which openings arecurrently being advertised.

In step 804, the currently-available options are compared to the globalset of options to find matches. For example, a current job opening for ajanitor position would match the “janitor” job type in the global set ofjob types. In this example, there is a one-to-one relationship betweenthe job opening and the global job type. However, in other situations, ajob opening may map to several different global job types.

In step 806, play-type weights are assigned to the currently-availableoptions based on the global option(s) that they matched. In the casewhere a job opening matched exactly one global job type, the job openingmay be assigned the play-type weights of that global job type. Insituations where the job opening matches multiple global job types, theplay-type weights that are assigned to the job opening may be derived bycombining the play-type weights of the multiple global job types towhich it matched. Further, when combining the play-type weights, oneglobal job type may be given more weight than another.

For example, assume that a job opening (JO1) matches both a first jobtype (JT1) and a second job type (JT2). However, the match between JO1and JT1 may be strong (e.g. 0.9), while the match between JO1 and JT2may be weaker (e.g. 0.6). Consequently, when combining the weights ofJT1 and JT2 to determine the weights to assign JO1, the weights of JT1may be given more weight than the weights of JT2. For example, theobject weight assigned to JO1 may be ((object weight ofJT1)(0.9/1.5)+(object weight of JT2)(0.6/1.5))/2.

Once the currently-available options have been assigned weights based onthe global option(s) that they match, those weights are compared to theweights in the play profile of the person for whom one of the options isto be selected (step 812). Prior to this step, the play personality ofthe user is ascertained (step 808), and then recorded electronically ina play profile for the user (step 810). As explained elsewhere, thereare numerous ways in which the play personality of a user may beascertained, either manually, automatically, or a combination thereof.The techniques described herein are not limited to any particular way ofascertaining the play personality of users.

Based on the comparisons performed at step 812, a suitability score isgenerated for each currently-available option. The closer the matchbetween (a) the weights assigned to a currently-available option and (b)the weights reflected in the play profile of the user, the higher thesuitability score for that currently-available option.

At step 814, a ranked list of currently-available options is presentedto the user. In the context of a job seeker, the job seeker may bepresented with a ranked list of advertised job openings, where thehigher-ranked job openings have been determined to be more compatiblewith the play personality of the job seeker.

In the example given in FIG. 8, compatibility with the play profile of auser is the only factor in ranking the list of available options.However, in alternative embodiments, compatibility with a play profilemay merely be one of many factors involved in ranking the options. Forexample, in the context of a job-seeker, the job-seeker may alsoindicate a salary range and a preferred location. Those additionalfactors are taken into account, in addition to the suitability score,when ranking the list of job openings to present to the user.

Examples of Contexts for Selecting an Option Based on Play Personalityand Intrinsic Motivators

In the example given above, the play personality of a job seeker is usedas a factor in selecting which current job openings are best suited forthe job seeker. This is merely one example of a context in which thesteps illustrated in FIG. 8 may be applied. The contexts in which playpersonality and intrinsic motivators may be beneficially used to selectamong options are virtually limitless, and include, without limitation,at least the following:

1. Gamification: Automatically integrating play personality into gamedesign into what have been traditionally non-game contexts andenvironments in order to playfully inspire and engage intrinsicuser/subject behaviors, improve and personalize their experience andenhance and transform their outcomes.

2. Aged care: Automatically selecting a content item for dementia rehab(or simple engagement with life) based on the play type that is neededby a particular aged person or aged group.

3. Human resources: Automatically matching employment applicant to thetype of jobs that they might need/want/enjoy. Matching jobspecifications to applicant play type.

4. Gaming: Automatically matching gaming curriculum to the play type.Individual and customized player-designed game automaticallyself-developing through inputs via player-type.

5. Leisure and recreation: Automatically selecting among numerouslocations, amenities and activities and matching play type to availablelocations and/or activities. Customized Club Med for Play Types. Travelitineraries, cruise lines, Parks, Disneyland, etc

6. Relationships: automatically selecting and matching play typesbetween people (and people and pets—how to select a good pet: dogpeople, cat people, bird people, reptiles, etc) and suggestion ofpossible “date” activities, and relationship enhancement curriculum.

7. Retail: automatically matching play types to merchandize andservices. For example, an online retailer may determine which sales tohighlight, or which discounts to offer, based on the play personalityreflected in a user's play profile.

8. Health and well-being: selecting and matching preventativeactivities/therapies based upon play types. Obesity, diabetes,depression, OCD etc

9. Parenting: matching parenting behaviors and activities designed fordeep engagement based on play types.

10. Finance: matching play type to a curriculum of saving and investingbased on play type. Retirement planning based on play type.

11. Innovation: identifying and matching play type to proclivity toinnovate in particular ways and in particular areas. Play drivesinnovation. Curriculum for self recreation after mid-life crisis.Personal Growth curriculum.

12. Play deficit: identify and assess play quotient/play deficit.

13: ADHD: matching play type to activity to reduce symptoms of mild tomoderate ADHD. (1 in 10 children identified ADHD in US alone) Newsupplemental curriculum for ADHD children.

14. Spirituality: Playing with God, building deep spiritual engagementthrough play type. Developing meaning and purpose in life—How to playwith negativity, build bridges, tolerance, compassion based on playtype.

15. Personal Growth. Matching play type to personal growth curriculum.Character Development, Ethical development, compassion, empathy andmoral development. Leadership Development. Play is self-sustaining andinherently motivating-wired into us to produce joy and “happiness” ergolife contentment.

16. Aging and play type. Aging with grace playfully through play typecurriculum/activities.

17. Play personalities of pets. A person can assess the play personalityof a potential pet to see if the pet is desirable. After assessing theplay personality of a pet, the pet's owner may use the play personalityas a factor in selecting among possible activities of the pet. Inaddition, the play personality of two animals may be compared as used asa factor in determining whether the two animals would play welltogether.

18. What pet or breed of pet fits best with your play personality. The“options” may correspond to breeds of dogs, and the steps outlined inFIG. 8 may be used to select the breed of dog is most suitable for theplay personality of someone that is considering purchasing a dog.Alternatively, the “options” may correspond to all possible pet choices,from horse to dog to frog, and the steps outlined in FIG. 8 may be usedto select the species that is most suitable for a particular user tohave as a pet.

19. Avatars and gaming: what is the Play Personality of your avatar?Avatars can ask questions to other avatars, thereby gathering theinformation necessary to determine the play personality of game players.There is growing evidence avatars are a psychological/biologicalextension of the fundamental play personality.

20. Interview questions do not need to be sequential from broad tospecific, building on each other. They can be integrated randomly into agame and asked by an avatar while the person is playing withoutsuspecting he/she is being interviewed and the software is gatheringplay info. In such a manner, the affective shield of the gamer may evenbe lower and the game design software may gather more authenticinformation from the gamer so as to develop a play personality for thegamer that the gaming software can use to develop around and customizewithin self-generated games. This could be an on-going integratedassessment within game design as play personalities do change over time.

Gamification

Gamification differs from gaming in that gamification is the integrationof game design elements within what has been traditionally a non-gamingcontext or environment such as health or education. The development ofgamification applications using the intrinsic play personality of theuser/subject in the game design in non-game contexts and environmentscan playfully induce enhanced user/subject engagement, experience andoutcomes currently lacking with purely extrinsic motivational gamedynamics. It is estimated by marketing research that gamification willbecome a $5.5 Billion industry by 2018, and that by 2015 50% oforganizations will gamify innovation processes. While many see explosivegrowth, Gartner Research predicted in 2012 that 80% of gamificationapplications would fail by 2014 to reach business objectives due to poordesign. Glaring design flaws cited by Gartner included a lack ofmeaningful engagement and “player-centric” design, and an over-use ofextrinsic reward systems.

When the individual play personality is integrated within gamification(as opposed to gaming quests), the user can employ knowledge of theirown biological design to play to reach real-world solutions forthemselves or a group: better health, nutrition, exercise, or learningor happiness/joy, relationships etc. By identifying, integrating anddesigning from the player's play personality and intrinsic motivators,game design can thus become “player-centric” and not simply aone-size-fits-all game design relying on extrinsic carrot-stick rewardsystems. Without binding the user to a shortsighted task that needs tobe accomplished for a badge or extrinsic reward, the user utilizes playpersonalities (his own and others) within gamification design to developand actualize deeper, longer lasting solutions and behavioral changes.

Play-Type-Specific Change Report

As an example, suppose User 1 is informed by the system of the presentinvention that he expends 8% of his active time each week engagedprincipally in Competitive Play, Fantasy Play and Gaming Play, splitapproximately equally across the three play types. Given that baseline,User 1 determines he would like to increase his overall play time to10%, deemphasize Fantasy Play and add Object Play. Though these choicesmay be recorded on paper, preferably User 1 maintains a log on hismobile device and adds notes each time he engages in a play routine.After a period of a few weeks, User 1 updates his play history with thenew data and a comparison is made with the Historical Database and hisprior Subject Database and a new report is generated showing anydeviation from the previous report, allowing User 1 to observeempirically how his play patterns may have changed and further allowinghim to continue or modify the schedule he adopted earlier. Updating theplay history may be accomplished, at the user's desire or preference,establishing a “Bluetooth” connection between his mobile device andcomputer and that can be accomplished conveniently whenever the two arepaired.

Automated Identification of Play-Type-Specific Sources

As a further example, suppose User 1 determines that he is still lowerthan he wishes in the category of Object Play. Using the presencesensing (GPS) feature of his mobile device, he sets an alarm for thetypes of Object Play that suits his play personality. As he has time todevote to play experiences, User 1 activates his mobile device andthrough its mapping features he is advised that there is a bowling alleyeight blocks from his current location and a golf course three milesaway.

In this example, the mobile device is able to determine that bothbowling alleys and golf courses are associated with Object Play.According to one embodiment, this determination is possible byelectronically storing certain mappings.

For example, one such mapping may be a mapping between play types andactivities. In the play-type-to-activity mapping, object play may bemapped to both the activity of bowling and the activity of golfing.

In addition to the play-type-to-activity mapping, there may be a mappingof place categories to activities. In this example, a place category isa type of place, such as library, park, bowling alley, amusement park orgolf course. The place-category-to-activity mapping indicates what typesof activities are generally available at certain place categories. Forexample, in the place-category-to-activity mapping, “library” may map to“reading”, “bowling alley” may map to both “bowling” and “arcade games”,“golf course” may map to both “golfing” and “card playing”, etc.

Finally, there may be a third mapping that maps actual sites to theplace categories to which they belong. For example, thesite-to-place-category mapping may map “Joe's Bowling Alley” to thecategory “bowling alley”, and the “Evergreen Library” to the category“library”.

Based on these three mappings, a mobile device may be programmed to:

-   -   use its GPS to identify actual sites in the vicinity of the user    -   for each of those sites, determine the play type available at        the site by        -   determining the site category of the site based on the            site-to-place-category mapping        -   determine the activities available at the site based on the            place-category-to-activity mapping, and        -   determine the play types available at the site based on the            play-type-to-activity mapping    -   filter the sites based on the play type available to leave only        those sites that offer the play type needed by the user

Once filtered, the mobile device may present those sites in a rankingthat is based on proximity to the user and/or based on how strongly thesite is tied to the play type desired by the user.

Automated Identification of Play Needs

As previously mentioned, computing mechanisms may be used toautomatically obtain the information from which a user's playpersonality is derived. In addition, computing devices may be used toautomatically obtain information about the user's activities and, basedon this information, determine whether the user is deficient in anyparticular type of play.

For example, assume that a user uses a mobile phone to “check in” toplaces the user visits. Based on the user's check in data, the mobiledevice may determine how frequently the user visits the gym, visits thebowling alley, etc. If the user's play personality gives a high weightto object play, and the mobile device detects, based on the check indata, that the user has not visited any site at which object play isgenerally available, then the mobile device may generate an alert toencourage the user to engage in object play.

This feature of automatically detecting possible deficiencies in playmay be combined with the automatic identification of play-type-specificsources, described above. In an embodiment that combines these features,the mobile device may not only alert the user to the fact that the usermay need more object play, but may also suggest to the user thoselocations, in the current vicinity of the user, at which object play isavailable.

Play Types and Social Media

The present invention is ideally suited for social networking as well.For example, User 2 is a Facebook participant and has joined a group oflikeminded people on a page devoted to Social Play. Augmenting theFacebook group, she is a member of a circle of friends interested inplay activities, in this example Exploratory Play. Using these socialnetworking capabilities, User 2 may be informed of opportunities toengage in her preferred play types, make appointments for playopportunities and remain informed of the play activities of those othersin her social circles. Moreover, these social networking environmentscan foster support groups which encourage members to maintain a healthyplay lifestyle.

Recording Activities

The system of the present invention may be integrated with or into othersystems that monitor activities of a user and record data relevantthereto. One example of an activity monitoring system is that disclosedin U.S. Pat. No. 8,463,577 issued Jun. 11, 2013 and sold under thetrademark of Fitbit®.

Whether or not associated with an activity monitor, the system of thepresent invention chronicles the play activities of a user who choosesto record play activities on a periodic basis such as daily or weekly.Tracking the play type, such as object play, the duration and any otherpertinent notes, the user may observe her play proclivities, those towhich she tends to gravitate, others with whom she plays, how often andhow long. These play activities can be displayed graphically by thepresent system so the user can monitor her play history on an ongoingbasis and make such changes as she might desire as for example the mixof play types, the frequency of play activities and others with whom shedoes or desires to play. Having one's play personality displayedvisually provides a ready way to observe her activities and can providean extra incentive for more play or playful activities.

Using Play Personality to Select Types of Play Dates

Parents can also take advantage of the system and methodology of thepresent invention when setting up so-called “play dates” for theirchildren. Though a young child is still early in the play developmentcycle, parents may chronicle their children's play activities and notethose in which the child engages with joyful expressions and those lessfulfilling. These notations may include the demographics of otherchildren with whom their child plays and the types of play theygravitate toward over a given play period. A child's play talents arealso likely to emerge at a relatively early age and an alert parent canidentify and help actualize these developments as well. Then the parentcan establish a Subject Database for each child and maintain a healthyawareness for their children's play profiles and development.

Parents and especially parents of young children, learn the rudiments ofearly temperament and attunement as they begin to foster the emergingplay personalities of their children. Comparing their own playpersonalities with the developing play instincts of their childrenallows parents to mentor their offspring and establish healthy playactivities for their children as a complement to their social andeducational goals. As noted above, the instant system also permitsparents to gauge activities based on gender differences and personalinterests as well and to aid in the developing interests of theirchildren as they mature to juveniles and later as young adults.Monitoring their children's play histories periodically informs parentsof the play evolution of their children.

The preceding examples illustrate ways in which self-actualizingindividuals may benefit from the system and methodology of the presentinvention. There are other applications as well. A few such applicationsare summarized below. Those skilled in the art will readily recognizethat these are merely exemplary of the breadth of applications of thepresent invention and are not meant to be an exhaustive catalog.Accordingly, those skilled artisans will appreciate how these sameprinciples may be applied elsewhere with equal efficacy and benefits.

Using Play Personality to Improve Education

Educators likewise will find useful applications for the system of thepresent invention. For example, in addition to the usefulness of thesystem for parents, educators may use the methodology described hereinfor curriculum development for students based on the identification ofplay-based talents and proclivities revealed by play histories and thedetermination of play personalities. By identifying the innate playtalents of children through their play personalities and then developingcurriculum to capitalize upon them, educators can deeply engage studentlearning in a way that is meaningful to them. Play is inherently selfsustaining and self motivating and education needs to spark the flame oflearning within each child. This is the essence of individualizededucation and taps into a learner's intrinsic motivators many arebeginning to discuss.

Further, by determining the play personalities of teachers, deeperengagement, learning and academic outcomes of students can befacilitated. For example, the teacher-to-student assignment may be madebased, at least in part, on the match between the teacher's play profileand the student's play profile. As a result, a class that includesprimarily object play oriented students may be taught by an object playoriented teacher, while a class that includes primarily narrative playstudents may be taught by a narrative play oriented teacher. In suchclasses, both teacher and student are more likely to become more fullyengaged when they adopt teaching methods consistent with their playtype.

Even in classes that are not established based on the play personalitiesof their members, the students within a class may be divided into groupsbased on play personality. Such groups may have taught the same conceptsin different ways, where the manner in which they are taught concepts isbased on the play types they find most fulfilling.

Using Play Personality to Improve Well being of Elderly

The elderly and those who work with them as, for example, in assistedliving quarters benefit as much as any from active play. In addition toaiding in physical wellbeing, many play types are thought to lessenvulnerability to diseases of the mind due to the improvement in neuronalredevelopment associated with robust play. Play personalityidentification for each elderly person can become the basis of anindividualized curriculum to enhance deep engagement and compassionatecare. As the cognitive capacities of the elderly decline, joy and deepengagement with life and others can be accessed pre-cognitively throughplay.

Using Play Personality to Help Establish, Heal and Build Relationshipsand Community and Resolve Conflict

Those in or establishing an interpersonal relationship will find playpersonalities to be an interesting and helpful way to ground thatrelationship in play. Much like the importance of core values to asuccessful relationship, at least some overlap in play personalities canenrich the relationship. When people are interested in developing adeeper bond, comparing their play personalities to find mutuallyinteresting play types and then acting on that information can fosterthat result. The same generally applies to groups as to pairs ofindividuals where new friendships can be developed or existing onesstrengthened. Deep meaningful mentoring relationships of all kinds canbe similarly matched and managed through play personalities. Play is ahuman universal language and is not diminished by age, gender, race,ethnicity, cultural or other differences. Play handicapping is alanguage that bridges differences. Play is how people learn to deeplyengage one another, resolve conflict and keep bullying in check andbuild community.

Using Play Personality to Help in Human Resource Decisions

Human resource professionals can find added insight into personnelplacement when play personalities are taken into account. An activityprofile and especially the temperament of a shy or introverted personmay suggest he will perform better in certain work environments and thesame is true of a person whose profile shows significant tendenciestoward the kinesthete. Indeed, having an interviewee's play profile inadvance can aid in structuring the interview itself. Employer access totalent can be fostered by aligning job descriptions with the individualplay personality.

Along these lines, organizational development can benefit anunderstanding of the composite profile of the individuals in afunctional sector and the corporation's own play profile.

As a specific example of how play personality may be used to assist inHR decisions, an example is given hereafter in which the suitability oftwo applicants for a particular job opening is made through playhistory-play personality assessment.

For the purpose of this example, assume that a major hospital within alarge medical center looking for an ICU nurse-supervisor. The jobrequires a BS.RN degree, and previous ICU experience. The job is a for40 hour 4-day week. Benefits include professional development, 3 weekvacation, etc. The position offers excellent salary, but not much roomfor advancement.

Recruitment is often difficult beyond traditional floor nursesupervisory aptitudes as the ICU environment requires a very responsiblestress resilient and intellectually capable licensed RN to fill theposition. Burn-out is a major problem in ICU nurse attrition. HR knowsthat optimum match requires in addition to the physical and emotionalresiliency, deep compassionate integrated professionalism combined withsocial skills and love of people and families in need are part of thejob description.

Recommendations and past experience usually help limit applicant poolprior to the administration of the play personality tool, but do notprofile the benefits of a healthy well-matched play personality. Giventhis background, assume that the two applicants are Betty and Maria.

Applicant—Betty.

33 years old, married, childless female, Catholic, BS-RN, with 3 yearsexperience as floor nurse and 2 as ICU nurse in small hospital withlimited salary and advancement. Eldest child of 6 siblings, (offers inwritten application that she intends to remain childless). Active withextended family in area. Settled in stable marriage. Solid references.Managerial skills stability and resiliency often flow from this profile(Mayo clinic data)

Applicant—Maria

40 years old BS RN, MS. Single, 10 years general ICU experience. Solidreferences. Recent geographic change, Only child, No religiouspreference. A common profile of a highly dedicated often single-mindedprofessional nurse at the peak of her clinical powers.

In this example, both applicants pass the basics for the job, but howcan the play personality review be useful for the HR dept. in hiring?Simplified example:

Questions:

1 (Primal play patterns)

-   -   What is your earliest memory of playing as a child?

Betty: “I was the eldest of 6 children, my earliest clear memory is howI usually organized them into games. My mother often put me in charge ofthose closest to me in age, and I loved being their playmate and “mom.”

Maria: “I was an only child and remember being on the floor with afavorite stuffed animal.”

Betty preliminary finding: Innate preference for social play and therudiments of the “director” play personality are shown.

Maria preliminary finding: preferences for object play and fantasy playare likely precursors to a less social and shy temperament usuallyleading to preference for more artistic play patterns.

The readiness and clarity of the answer by both Betty and Maria usuallymeans that no major play deprivation occurred early.

The full questionnaire would add details such as those leading todescriptions of essential temperamental givens, remembered pets,birthday celebrations, favorite toys, early play memories associatedwith preschool, kindergarten and playground play, etc. All of whichreinforce, lessen or add new dimensions to the above question.

2: (Early Play Patterns)

What were the ways you played in elementary school (grades 1-4?)

Betty: “Having brothers, I guess I was a tomboy, I loved to play tag atrecess.”

Maria: “I was a bit shy, but my best friend and I played hopscotch andjacks.”

These answers reinforce the continuation of early play patterns, Betty,showing physicality and constitutional enjoyment of rough and tumbleplay. It generally is associated with the capacity for more nuancedhandling of stressful demanding playground competition from which theroots of empathy arise.

Maria is showing more social play than her earlier answers. (so HR, ifthey have an opening for one with her play personality might assign herto an administrative detail oriented job that better matched her playpersonality). But from these responses the HR user could be alerted thatearly personality play preferences are likely to be lifetime and eventhese early developing play profiles can potentially provide guidancefor personnel placement. If this or other early play questions cannot beanswered, the likelihood of play deprivation or adult over-control orother play suppressive forces are likely to have been operative, andforced atrophy or displacement of intrinsic play patterns has occurredwith compensatory behaviors resulting. This may thus lead the decisiontree of automated questions in the direction of deprivational themes.

Using Play Personality to Help in Career Decisions

Similarly, career counseling is raised to a more effective level if thecounselor can match a person's play profile with occupational choices.This type of counseling takes advantage of the inspiration of doing whatone loves and that often evolves from her play personality.

Using Play Personality to Improve Health

Play science has been shown to complement therapy and especially drugtherapy. As noted above, there is evidence, both scientific andanecdotal, that application of the proper play types can reduce andperhaps eliminate the need for drugs in the management of ADHD. The sameis thought to be true when dealing with such other afflictions asdepression, autism spectrum disorders, obesity and vulnerability toaddictions and obsessive-compulsive disorders. Insofar as certain stagesof diabetes are susceptible to alleviation from exercise as well asdiet, incorporating a rigorous regimen of active play and monitoring apatient's play profile can be an effective adjuvant in the range oftreatments. Moreover, recent studies in epigenetics indicate theintegration of play into our everyday lives can prevent the activationof undesirable genetic predilections and diseases. The identification ofthe play personality and subsequent design of an individualized healthcurriculum has huge self-motivating and self-sustaining preventiveapplications, but can also apply to effective compassionate care as inthe case of deep engagement with dementia patients who have lostcognitive abilities, but retain their pre-cognitive capacity to play.

Using Play Personality as a Factor in Online Games

As mentioned above, information about a user's play personality may bederived from the user's activity within a game. This information may beused instead of, or in conjunction with, play personality informationobtain by questionnaires and/or interviews. The game-acquiredpersonality information may include both information based on theactions performed in the game environment by the avatar of a user, andinformation directly communicated by the player while in the game. Forexample, at various points in a game, a player's avatar may interactwith various non-playing characters (NPCs). During these interactions,the NPCs may be designed to present questions to the player. Theplayer's answers to those questions may be used as one basis fordetermining the play personality of the player.

According to one embodiment, various aspects of an online game aredynamically modified based on the play personalities of the players ofan online game. For example, the play personality of a player mayaffect, among other things, one or more of the following:

-   -   the visual appearance of the player's avatar (e.g. different        colors, outfits, sizes, shapes, etc. based on the player's play        personality.    -   the abilities afforded to the character based on the player's        play personality. For example, the avatar of a        “rough-and-tumble” player may be given a “wrestle” ability that        is not otherwise available to players, while the avatar of a        “fantasy” player may be given a “fly” ability that is not        otherwise available to players. As another example, the avatar        of “social” players may be granted a “long range communication”        ability that is not automatically available to other players.    -   the attributes of a player's avatar may be based on the player's        play personality. For example, the avatar of an “exploratory”        player may be given more stamina, to explore longer without        resting. On the other hand, the avatar of a rough and tumble        player may be given a higher toughness, to endure damage better.    -   the actions of non-playing characters. For example, when        interacting with the avatar of a “narrative” player, the        non-playing character may give more details about the story line        of a quest than they otherwise would if interacting with the        avatar of a “rough and tumble” player. Similarly, non-playing        characters may be designed to challenge the avatars of        “competitive” players to competitions under circumstances where        the avatars of other types of players would not receive the        challenges.

Instead of or in addition to any of the above-listed effects, playpersonality may also affect the nature of activities presented by thegame. For example, many online games involve going on “quests”.Successfully completing a quest involves performing certain activities,such as collecting certain in-game items, or defeating an in-gamevillain. Rather than have a single version of each quest, a game may bedesigned with multiple versions of the quest, where each versioncorresponds to a different play type. Under these circumstances, theactivities one user must perform to complete a given quest may bedifferent than the activities that another user must perform to completethe same given quest, where the difference is due to a different in theplay personalities of the users.

For example, a certain NPC may be designed to ask players to perform aquest. If the player that is asked to perform the quest is a “social”player, the NPC may ask the player to perform an act that involvedinteracting with other players, such as “join with three others todefeat a boss”. If the player that is asked to perform the quest is a“competitive” player, the same NPC may ask the player race with otherplayers to be the first to accomplish some task. If the player that isasked to perform the quest is an “object” player, the quest may be tobuild a structure (e.g. a house of blocks) within the game.

As another example of how an in-game environment may take into accountthe play type of players, the successful completion of a quest by a“celebratory” player may trigger the start of an extended victorysequence, such as a cut-scene animation or an in-game parade. On theother hand, the successful completion of the same quest by anexploratory player may trigger a much shorter and/or simpler victorysequence.

Doppelgangers

Similar to avatars, doppelgangers are virtual entities that represent aperson. However, unlike avatars, the actions of doppelgangers are notdirectly controlled by the person they represent. Typically, in anonline game, for example, a doppelganger's action is controlled by thegame software, not the user represented by the doppelganger.

According to one embodiment, once a person's play personality has beendetermined by any means (e.g. through a physical questionnaire, anonline questionnaire, monitored online activities, in-game interactions,etc.), that play personality may be used in conjunction with adoppelganger to produce a more engaging user experience. For example,after determining a person's play personality, the intrinsic motivators,the feelings that move the person into action, a doppelganger may bedeveloped or automatically generated with those attributes. In additionto the play personality of the user, the doppelganger may visuallyreflect one or more visual characteristics of the user. For example, thedoppelganger's face may be based on a scanned image of the face of theuser. As another example, the gender, hair color, eye color, etc. of thedoppelganger may be based on the gender, hair color and eye color of theuser.

As a result of basing the doppelganger on the user's play personality,the doppelganger may thereby be infused with potentially greater powersto motivate and transform the participant's behaviors over time, leadingto greater efficacy. Such play-personality-reflecting doppelgangers maybe used in many contexts. For example, within an action game, the user'savatar may be required to battle the user's play-personality-reflectingdoppelganger. In other contexts, the user's play-personality-reflectingdoppelganger may be used to motivate the user to exercise more, eatbetter, or buy specific products. Under these circumstances, the type ofexercise, type of food and/or type of product may be based, at least inpart, on the user's play personality and corresponding intrinsicmotivators.

In a gaming environment, the play personality of the user/subject may berepresented by an avatar, doppelganger, narrative, graphic or iconicdepiction. The play personality may be determined based on the avatar ordoppelganger's actions, which may include but are not limited to howthey respond to questions posed by non-playing characters and/or theavatars or doppelgangers of other users.

Recommendation Systems

Numerous services monitor the online actions of users and then providerecommendations based on those actions. For example, online stores oftenmonitor the purchases of users, and recommend additional items to theusers based on the user's prior purchases. Such systems are described,for example, in U.S. Pat. Nos. 7,113,917 and 7,908,183.

The input upon which such systems base their recommendations tends to beobjective and extrinsic, such as a user's overt behavior (e.g. priorpurchases). However, overt behavior is not necessarily the best measureof what a user would enjoy. According to one embodiment, a user's“intrinsic motivators” are used in conjunction with, or instead of,overt behavior, as a basis for determining what the user would enjoy.

Intrinsic Motivators

According to one embodiment, techniques are provided for identifying anddeveloping the intrinsic motivators of users. Play-based intrinsicmotivators are biologically driven and subjectively experiencedprecognitively as emotions. By-products of a user's being true to theirintrinsic motivators include, among other things, pleasure, sustainedmotivation, a sense of purpose and increased mastery. Unlike “push”advertising, where products are presented to a user based on the user'spast overt behavior, “pull” advertising involves presenting productsbased on the product's ability to evoke engagement and/or develop theuser's intrinsic motivators.

With respect to the development of intrinsic motivators, it is believedthat the genesis and expression of selected intrinsic motivators comesfrom and through the biological drive to play. Intrinsic motivatorsidentified through the myriad expressions of play are unique to theindividual's composite play personality, inclusive of attunement,temperament, and the play drive to explore, caregive and mirror/modelsocial behaviors. These intrinsic motivators can be used to empathicallydesign, engage customers, and market. Unlike existing recommendationsystems, a system that takes into account intrinsic motivators is notmerely predicting future behavior based on past behavior, but ratherpredicting future behavior based on the aspirations of users. That is,the key is not what users have already done, but rather what the usersaspire to. Numerous techniques are described herein for determining playpersonalities of individuals. From those play personalities, intrinsicmotivators of the corresponding users may be derived. Once the intrinsicmotivators of the users are determined there is clear guidance as to howsuch intrinsic motivator information can be used. For example, it ispossible to collect/process intrinsic motivator data and sell it forapplications in many sectors, e.g. “pull” advertising wishing tocorrelate the aspirations/intrinsic motivators of their clients toindividualized marketing. As another example, a service maycollect/process/maintain intrinsic motivator data for a fee, and thenallow the individual to license their own data to the entities of theirchoosing.

The ability of a user to control and benefit from licensing the user'sown intrinsic motivator information is revolutionary, as it puts thepower and responsibility back on the individual as to how they want tointeract with companies. This also puts companies on notice thataggressive push marketing may not be well received and if they want todeeply engage their potential customers they need to meet them in theirmost authentically motivated behaviors, and attuned with theiraspirations. This changes marketing and customer engagement from beingexclusively reliant on one-size-fits-all push marketing based on aclient's past behaviors, and encourages and guides companies andservices to custom design more empathically by engaging the customer'sindividual intrinsic motivators.

Clearly, using intrinsic motivators as a factor in determining a courseof action or recommendation does not mean intrinsic motivators need bethe only factors to consider. Extrinsic motivators influence behavior aswell. However, over-using extrinsic carrot-stick motivators withouttaking into account intrinsic motivators can make people feelwhip-sawed, objectified, measured and quantified and not deeply seen forwho they are and are becoming. Taking into account intrinsic motivatorsmay, for example, change marketing for the better so it is driven not byconformity to external norms, fear, guilt, shame or lack in thecustomer, but by affirming the uniquely individualized emotionallysatisfying choices that appeal to a grounded affirmation of “my realself”.

The emotion from a type of stimulus (e.g., object, social or narrative)evokes and identifies the subcortical intrinsic motivation. An exampleof this would be hearing rhythmic music that is emotionally experiencedas deeply engaging, and hence, inspires and produces bodily movement(dancing or body play). Another example is a person facing adisorganized workspace. Many people would not be bothered or moved bythis. Yet a person who derives pleasure from organization will beemotionally moved or inspired to put things into some form of coherentorder and derive emotional satisfaction with the new structure.

While all humans are biologically wired to be social animals and we arecurious about one another and influenced by modeled behaviors, thecharacter of the emotional motivation we individually experience differsbetween us and is influenced by our cultures, temperament, attunementand historical experiences.

While not all human intrinsic motivators are found within play types andpatterns, the many intrinsic motivators within play types/patterns wecan identify include but are not limited to the following examples. Theycomprise a pre-cognitive emotion and consequent behavior

-   -   Desire, pleasure, satisfaction to tinker, construct, tear down,        use tools—Object Play    -   Desire, pleasure, satisfaction to chat, flirt, tease, joke        around—Social Play    -   Desire, pleasure, satisfaction to dance, jump, run, touch,        tickle—Body Play    -   Desire, pleasure, satisfaction to nurture pets, encourage a        friend—Caregiving Play    -   Desire, pleasure, satisfaction to risk, assemble and execute a        plan, seek adventure-Exploratory Play

Hence, as illustrated in FIG. 10, a person's play personality comprisedof numerous weighted play types/patterns would contain correspondingintrinsic motivators, activated or latent, coupled within play dynamics.Identifying specific intrinsic motivators is facilitated through theplay personality identification and actualization, and further nuancedand individuated by the individual's culture, temperament, attunementhistorical experiences and play dynamics.

By ascertaining the precognitive emotional charges that characterize aperson, be they experienced, expressed or latent, we can begin toidentify the intrinsic motivators that provide inspired nutrition forthat person's complete engagement in the present and offer guidance forfuture thinking and behaviors. Precognitive emotional charges canmotivate, guide and transform behaviors, and the environment canactivate and sustain these behaviors through play. Identifying aperson's intrinsic motivators through the composite play personality hasmyriad applications, from marketing, to education, personal health andwell-being and more.

Chaos and Emergence

Chaos and emergence theory attempts to explain how patterns emerge fromthe realm of all possibilities, from chaos. Viewing chaos and emergencetheory through the lens of play suggests that it is play which serves asthe organizing system for chaos to emerge into patterns. The focus onplay behavior as a pattern organizer which emerges from chaos isanalogous to the paradox of quantum particle-wave function definingsubatomic reality, or the poet-saints' timeless view of this being atits base, a playful universe. So in viewing human behavior overall, theemergence of play patterns and personalities evolve as self-organizingproperties of the human psyche. In all social animals, including ourspecies, self-organizing play patterns spontaneously emerge in infancyfrom subcortical areas through their play. Over time, those rudimentaryplay patterns become more sophisticated, refined and blended to becomeplay personalities. Environment and epigenetics, activate and sustainthe innate play drive. Yet it is the identification and actualization ofindividual intrinsic motivators through their corresponding playpersonalities that transforms precognitive motivators into a cognitiveunderstanding of the human design to play, create and innovate.

Cosmic/Quantum Play

The inventors suggest that play may serve as the “strange attractor”that self-organizes the ever-increasing complexity within chaos. Playresides in both Newtonian and quantum systems as demonstrated byattunement (deep engagement of one with some “other”-person, object,activity, etc), and entanglement (wave-particle superposition). Ongoingresearch into play may find play as a fractal strange attractor andorganizing principle for both attunement and entanglement. Perhaps oneday we will discover that play serves as the strange attractor betweenattunement and entanglement, the Newtonian and quantum, and as a majororganizing principle of the uni/multiverse. This appears to “fit”, sinceplay is the genesis of creativity (there is no creativity without play),is iterative, and elegant in its simplicity of recreative design. Truly,it is only by being playful that we can even begin to conceive of theparadoxical nature of the universe. A deeper understanding of play andthe various states of play may have direct applications in theunderstanding, design and development of quantum computing andartificial intelligence applications.

Group Play Personalities

Many of the examples given herein relate to the play personalities ofindividuals. However, when a decision is to be made relative to a group,the play personality of the group as a whole may be used as a factor inmaking the decision. A group play personality may be ascertained in avariety of ways. For example, a questionnaire may be presented to eachmember of the group, and the most frequently received answer may betreated as the group answer. Alternatively, a group play personality maybe derived from the play personalities of the individual members. Forexample, the group play personality may have a weight for each play typethat is the average of the weight, for that play type, from the playpersonalities of the individual members of the group.

Once a group play personality has been determined for a group, the groupplay personality may be used as a factor for making decisions thataffect the group. For example, when determining how to teach a conceptto a class of students, the play personality of the class may be used asa factor in determining how to teach the concept. As another example,the physical education teacher for an elementary school may selectphysical activities for each class based on the group play personalityof each class. Thus, some classes may end up playing dodge-ball whileother classes participate in gymnastics.

In the context of online games, it is common for games to have queststhat must be performed by a group of players. In those cases, the gamemay automatically derive the group play personality of each group thatinitiates the quest, and customize the quest experience for each groupbased on the group play personality. For example, if the group playpersonality is heavily weighted to competitive play, then the quest mayinvolve completing certain tasks within a given amount of time. On theother hand, if the group play personality is heavily weighted to objectplay, the quest may involve building an in-game item or solving a puzzlethat requires spatial thinking.

As another example, the goal of a quest may be the same, but theenvironment in which the quest takes place may vary based on the groupplay personality of the group that is on the quest. For example, if thegroup play personality is exploratory, then the users may be put in anenvironment that requires avatars to spread out and explore to findhidden in-game items. On the other hand, if the group play personalityis rough and tumble, then the users may be put in a smaller, enclosedenvironment where they obtain the needed in-game items by defeatingmonsters.

For an online game, all players of the game may be collectively treatedas a group for the purpose of determining a group play personality. Upondetermining the play personality of the group that includes all players,the developers of the online game may modify the game based on that playpersonality. For example, when deciding how to next expand the game, thedevelopers may determine that the group play personality of all playersis heavily “exploratory”. Based on this information, the game developersmay decide that the next expansion should involve adding additionalterritories, rather than adding new avatar powers. On the other hand, ifthe group play personality of all players is heavily social, then thenext expansion may add additional mechanisms for grouping and/orengaging in inter-avatar communications.

3 Dimensional Game Systems

Computerized games include games played on desktop computers, hand-helddevices, game consoles, etc. Historically, humans interact withcomputerized games by interacting with keyboards, game pads, joysticks,paddle controllers, etc. that were electronically coupled to thecomputing device that was executing the game software. In turn, the gametypically provides feedback to humans in the form of a two-dimensionaldisplay of video, audio, and/or tactical feedback from the controls.With respect to the tactical feedback, some game controllers may, forexample, vibrate in response to events that occur within the game.

As technology develops, alternative interfaces may be developed for thegames to receive input from users, and for users to receive feedbackfrom the game. For example, gaming systems have been developed in whicha video camera captures video of a user, and translates the user'sphysical actions, captured by the camera, to game input that affects thegame. Microsoft's Kinect technology is an example of computing systemsmay capture three-dimensional gestures without requiring directmanipulation of a keyboard, mouse, or game controller. Using suchtechnology, a camera may detect that a user threw a punch, and inresponse the user's avatar, within a boxing game, may throw a punch.

In addition to detecting user's actions performed in real,three-dimensional space, gaming systems may generate visual output inthree dimensions, rather than two. Three dimensional game output may beaccomplished either by viewing a special image on two-dimension screenwith special equipment, or by generating a holographic images.

According to one embodiment, the techniques described herein may beextended to make use of such 3-dimensional technologies. For example,facial expression recognition algorithms may be applied to the videoinput of a player that is captured while the user is playing a game.Based on the expression recognition, the system may determine theperiods during which the user is smiling and/or concentrating, and theperiods during which the user appears disinterested or bored. Based onthe correlation between those periods and events that were occurringwithin the game, the gaming system may determine which types of in-gameactivities are most enjoyable to the user. This information may, inturn, be provided as input upon which the play profile of the user isdetermined.

The three-dimensional video output of a game may also include3-dimensional play triggers to encourage the user to play the game. Forexample, a game may generate a hologram of a puppy bouncing back andforth with its eyes directed toward the potential player. For someusers, this action may trigger the desire to play. According to oneembodiment, the game selects the play trigger to present to a given userbased on the play profile of the user. Thus, for a user that enjoysfantasy play, the game may display or project the image of a dragonflying through the clouds. On the other hand, for a user that enjoysobject play, the game may display or project holographic objects withwhich the user may interact in real three-dimensional space.

Whether or not 3-dimensional input devices, such as video cameras thatcapture user actions, are used to gather information to identify theplay profile of users, such devices may be used to identify the usersthemselves. For example, when a user turns on a game machine or beginsplaying a game on a machine that is already on, a video camera that isoperatively coupled to the game machine may capture a picture of theuser. The captured picture may then be compared with previously-storedpictures of users for whom play profiles have been generated. When amatch is found, the play profile associated with the matching picture isused by the game to affect one or more aspects of the game. For example,assume that the face captured by the camera matches apreviously-captured picture of a particular user, and the profile ofthat particular user indicates that the user enjoys exploratory play.Based on this information, the game may provide the user moreopportunities to explore the virtual world than would be provided, forexample, to a user that primarily enjoys competitive play.

Conflict Resolution Through Engagement of Play Personalities

Evidence from author conducted research has demonstrated that seriouslyplay deprived individuals, regardless of their innate play personalitiesare more violence prone than those of similar play personalities whoselives have been and are including adequate play experiences. Theexperiences of play, whether social, object, imaginative, etc. has beenshown to increase personal empathy, as well as diminish aggressivereactivity to potential violence inducing situations. Additionally, theability of conflict laden groups (Example-IRA/UK deliberations) toarrive at compromise and non-violent solutions following mutual playexperiences has been repeatedly demonstrated. The persistence ofentrenched conflict laden positions or points of view in the absence ofplay or play-induced humor tends to only be resolved through violence ora non-nuanced, rigid win-lose frame of reference. The natural capacityof play to foster play-induced handicapping (if the parties involved areof differential power), and with it non-violent compromise, has beenrepeatedly demonstrated. By awareness of the play personality of “theother”, resolution of highly charged emotional circumstances thatotherwise might lead to violence can be defused.

Nature Deficit

In modern lifestyles, many people spend most or all of their timeindoors. A failure to incorporate outdoor activities in one's schedulemay lead to “Nature Deficit”. Contact with nature increases spontaneousplay behavior. After ascertaining a person's play personality, eitherthrough automatically gathered information or in-person interviews, theplay personality may be used to facilitate the reduction or eliminationof any Nature Deficit of the person.

For example, automatically-gathered information about the user mayinclude periodic samplings of the GPS coordinates of the user. Based onthose GPS coordinates, it may be projected that the person is indoors95% of the time. Based on this information, a computer system (which mayinclude a mobile device of the user) may perform one or more of thefollowing:

-   -   automatically suggest play opportunities, in the vicinity of the        user, that have been filtered to include only outdoor activities    -   automatically suggest an outdoor activity to the user    -   automatically generate an alert to indicate that the user needs        to “go outside and get some fresh air”    -   automatically communicate the possibility of Nature Deficit to        the user's teacher, friends, or parents    -   use “outdoor” as a factor, along with play personality, in        selecting which option of multiple available options to suggest        to the user

Through this system and methods for identifying and actualizing playprofiles and play personalities, major benefits for the subject or userwill accrue. No such system has been devised prior to the presentinvention.

Enhancements and Alternatives

As mentioned above, play personalities may be used as the basis forplayer-centric game design. Games should offer players incentives to dothings they want or need to accomplish—not rope them into actions thatare not personally meaningful.

Play personalities are organic and biomimetic. Biomimetic gaming throughthe use of play personalities is aligned with the biology and nature ofplay of the user/subject. As mentioned above, content may be generatedbased upon the play personality of the users for whom the content isintended. Thus, play personality may be used to create, synthesize,analyze/process, store, share, and monetize a user's gaming experience.

A gaming economy can also be created based upon play personalities. Sucha gaming economy may involve, for example, creating, synthesizing,analyzing/processing, storing, sharing and monetizing user-generatedcontent based upon play personalities.

Play personality data may be combined with extrinsic data from withinthe same game or other games or sources. In addition, advertising and/ormarketing may be based on play personalities, and may be ubiquitouslyintegrated into the design of a game.

The techniques of determining and/or using play personality within agame environment are equally applicable to multi-player games andsingle-player games. Further, many of the techniques described hereinmay be employed in offline games, as well as online games.Computer-determined play personalities may drive intrinsic motivationfor learning, accomplishing a goal or transforming thinking, feeling,experiences and behavior.

Play Deprivation

Play deprivation occurs when a user and/or group is not getting the typeof play that corresponds to the user/group's play personality insufficient quantities. Play deprivation may be determined by firstcapturing actions and information by the user/subject (individual orgroup) to assess, identify and develop play personalities of theuser/subject. The determination of the play personality may be performedusing any of the various techniques described herein. After the playpersonality has been determined, it may be compared to the user'sactions and experiences, both in the real world and in the virtualworld.

If there is or has been play deprivation, then the play personalityidentification/assessment can help ameliorate the negative compensationsof play deficit (depression, OCD, bullying etc) through a focus onoffering specific modes of play that fit the individual playpersonality. Past and/or present play deprivation may be determinedthrough the play personality methodology. The techniques describedherein may also be used to determining whether play deprivation has orcontinues to affect adversely the user/subject and how. As mentionedabove, these techniques are applicable to individuals or groups. Withrespect to group assessment, the techniques described herein may be usedto determine whether a school is play deprived. As another example, thetechniques described herein may be used to determine whether anapartment complex that has rules against children playing outside playresults in children that are play deprived.

Once play deprivation has been determined, play personality can be usedto identify and suggest play-based activities corresponding with theplay personality to offset the detrimental effects of play deprivation.This includes identifying and suggesting play-based activitiescorresponding with play personality to sustain pleasure/engagement andenhanced outcomes, including learning and mastery, associated with play.Reducing or eliminating play deprivation also allows users to achievedeeper engagement and sustain activity and/or learning opportunitiesthat develop into measurable mastery of skills, insight, knowledge andcompetencies. Additional benefits to reducing play deprivation includebut are not limited to:

-   -   deepening engagement with others also involved in play episodes        regardless of play personality match    -   increasing community-building and enhancing conflict resolution    -   the ability to offer resources, products and services that        complement the aspirations of the particular subject/user play        personality in contrast to promoting false needs and wants        through manufacturing extrinsic motivators and external locus of        control    -   developing communities to sustain play by identifying and        bringing together those of similar and/or different play        personalities    -   developing play handicapping to keep play going    -   identifying those suffering from play deprivation who may need        help or intervention by those who are play-sated and play savvy    -   preventing bullying, gang affiliations, drug abuse,        self-harming, eating disorders, depression and other related        negative compensations    -   more intimate and trusting relationships    -   developing more joy and engagement in life developing a sense of        meaning and purpose in life through identifying one's intrinsic        motivators, talents and innate interests through one's play        personality    -   developing conflict resolution through engagement of play        personalities, and    -   developing problem-solving collaborations, playful innovative        activities, and community    -   increasing optimism, self-regulation, creative confidence,        self-efficacy, and empowerment

Wearable Technology

The techniques used herein that involve computing mechanisms are notlimited in any way to conventional computing technologies, such asdesktop computers, laptop computers, tablets and other mobile devices.For example, the techniques described herein may be used in conjunctionwith wearable technology, such as eye glasses (e.g. Google “Glass”). Thecapabilities of those technologies may be used both to improve thedetermination of a user's play personality, and to improve the user'sexperience with the technology.

For example, in the context of determining a user's play personality,computer-enabled eye glasses may be configured to detect a user's eyemovement, pupil size changes, facial expression, etc. while the user isengaging in activities in the real world and/or the virtual world.Based, at least in part, on those inputs captured by thecomputer-enabled glasses, the computing component on or associated withthe glasses may better determine when the user is fully engaged in anactivity, and when the user is less engaged. This information, whencorrelated with information about the nature of the activities in whichthe user is engaged, may be used as a factor in determining the playpersonality of the user.

With respect to adapting the operation of such technology based on auser's play personality, the types of adaptations that are possible arevirtually limitless. For example, computer-enabled glasses may beconfigured to visually highlight real-world locations that areassociated with activities that correspond well with the user's playpersonality. If, for example, a user's narrative play score isrelatively high, the computer-enabled glasses may provide some form ofvisual highlighting when the user looks through the glasses at alibrary. Alternatively, the computer-enabled glasses may displaycolor-coded indicators, where the color of the indicator associated witha real-world store/building/venue that is viewed through the glassesindicates what type of play is associated with the store/building/venueand/or how strongly the store/building/venue correlates with the user'splay personality.

As another example, a person may enter into a device the results oftheir Play Personality (which they may have uncovered from elsewhere),and the device may then geo-locate play opportunities for the user.Instead of or in addition to geo-locating play opportunities, the devicemay be configured to measure how much play that day corresponds to theplay personality, etc. For example, computer-enabled glasses may prompt,“please enter your play personality weights you ascertained fromFacebook”. After the information has been entered, the computer-enabledglasses will locate and measure play opportunities for the user.

Bartle Typologies for Gaming/Gamification

The techniques described herein involves the creation of new and/orenhanced Bartle Typologies (and their variants) for gaming/gamification.Unlike Bartle Typologies, these techniques integrate emergent human playpersonalities grounded in human neuroscience, biology, human temperamentand attunement, intrinsic motivators, play histories and environmentaltriggers.

The Bartle Typologies are based upon character theory comprised in itsmost basic form of four characters (Achievers, Explorers, Socializers,and Killers). Since Richard A. Bartle's publication of these playertypes in 1996, Hearts, Clubs, Diamonds, Spades: Players Who Suit MUDs(mud.co.uk/richard/hcds.htm), they have become the best-known designpatterns in online gaming and in the burgeoning gamification field.These Bartle Typologies and its variant forms are based upon playerbehavior derived from long-term, game-based focus groups.

As noted in Player Types and Gamification by Dan Dixon, “Bartle's work,and many others' is based on particular games or genres. It is difficultto generalise outside the context that the research was carried out in.There is also a methodological problem in interpreting in-gamebehaviours as specific motivations or play preferences without actuallyengaging in qualitative research with players.” Dixon also points outBartle Typology limitations: “It is tempting to create a generalisedschema or taxonomy of player types. However the insights generated andthe types of behaviours are constrained by the particular games and thegame cultures around each.”gamification-research.org/wp-content/uploads/2011/04/11-Dixon.pdf

In contrast, play personalities as described above are not simplyarchetypes constructed out of multi-user domain games, but emergenaturally from the self-organizing biological survival drive to play.Based on the play personality, technological devices can be configuredto better intuit/discern what is intrinsically meaningful and motivatingto the user, thusly becoming biomimetic in design and construction, asAstro Teller of Google X says, finally getting technology “to its higherpurpose, which is to get it out of the way.” Further, once the playpersonality is determined, software within the devices may automaticallyconfigure the devices to act differently based on what that individualuser finds meaningful, thereby improving the technology itself. In sucha manner, technology applications become player-centric and can reflectand scaffold upon the user's intrinsic motivators, engendering andengaging long-term behavioral change motivated from within the user.

Dan Dixon's Player Types and Gamification continues to explain in moredetail the current limitation of applying Bartle Typologies togamification, “All the research described here is on digital games, notgamified services. Although some aspects can be extrapolated from onedomain to another, not all research about digital games can be applieddirectly to the gamification of other applications. There is also realdanger that the design of gamified systems will continue to be based onnon-empirical research from the wrong context, ultimately leading tocommercial failure and user disappointment.” This commercial failure wasanticipated by Gartner Research, as cited above, and is according tothem actually reaching their 80% rate of failure.www.gamification.co/2013/12/18/gartner-bad-gamification-initiatives-still-fail-2014.

A Self-Organizing System in the Nervous System: Sleep

Sleep and dreams have been observed in all mammals and birds. Specificdescriptors have been developed to illustrate that there is a “symphony”of neurologic phenomena that are associated with the onset of sleep,with deepening sleep, with dream sleep, and with awakening. Varioustechniques have been developed for measuring such neurologic phenomena.Based on a comparison between the measurements and the descriptors, thesleep state of a sleeping creature may be identified. Examples of thephenomena used to determine sleep state include: emergentneuro-transmitters, neuro-hormones, pineal gland secretions, etc.

By monitoring a subject's neurologic phenomena using the appropriatemonitoring devices, the subject's sleep states may be determined. Basedon the sleep state information thus derived, various sleep-relatedproblems may be detected and/or corrected. For example, a subject'smonitored sleep states may indicate that the subject is suffering fromsleep deprivation. Identification of sleep deprivation is critical inthat sleep deprivation may result in decreased immune system function,mood disorders, cognitive decline, and even death.

Various techniques for monitoring neurologic and biologic phenomena todetect sleep cycles are described in the following documents, each ofwhich is incorporated herein by reference:

U.S. Pat. No. 7,608,041 describes a system for monitoring a user's sleepcycles, counts sleep cycles, and sets an alarm based on the sleep cyclecount.

U.S. Pat. No. 8,073,534 describes techniques for automatically detectingsleep and waking states.

U.S. Patent Publication US20100041966 describes a sleep assistant systemthat involves monitoring a subject's bio-condition to collectbio-information of the sleeper, and adjusts the sleep environment basedon the bio-information.

U.S. Patent Publication US20080033304 describes techniques for sleepstate detection. The user's sleep state (awake, sleeping, non-REM sleep,or REM sleep) is detected based on respiration and heart contractions,as well as other information including heart rate variability, posture,and activity level.

A Self-Organizing System in the Nervous System: Play

Similar to sleep and dreams, “play” is an iterative self-organizingsystem within humans that has also been observed across a wide varietyof animals, including mammals and birds. Play is analogous to sleep anddreams in that play represents a self-organizing system for whichspecific descriptors may be used, in conjunction with the appropriatemonitoring equipment, to determine whether a subject is in a state ofplay. Determining when a subject is in a state of play, identifying theexternal events that produce the state of play, and monitoring how longthe user stays in a state of play are useful for a variety of reasons,including but not limited to: identifying and treating play deprivation,determining the play type/patterns and personality of a user/subject,determining intrinsic motivators of a user/subject, etc. As discussedabove, the play personality and intrinsic motivators thus determined maybe used in a variety of beneficial ways, including but not limited tomodifying the behavior of software based on the play personality orintrinsic motivators. Such a modification may include, for example,modifying operation of a computerized game to increase the likelihoodthat the specific user that is playing the game will experience a stateof “play”. Similar to sleep deprivation, failure to identify and treatsubjects that are experiencing play deprivation may have long-termcatastrophic consequences, which include but are not limited toattentional and mood disorders, and even extreme anti-social behavior.Just as the EEG can show the presence or absence of sleep and dreams, itcan also show the presence or absence of play. Worldwide, the EEG hasbeen used extensively and in many research and clinical sleep laboratorysettings to identify various sleep modes. EEG recording has become amainstay in demonstrating sleep pathologies as well as revealing thebroad range of normal sleep patterns throughout human (and animal) lifecycles.

While the state of EEG-based play research is in its early stages,nonetheless the pioneering work of UCLA-based Alan Schore hasdemonstrated specific EEG patterns shared by an interactive playfulmother and infant (right cortical attunement) that is accompanied by theemergence of joyfulness and a state of play (smiling, prosodic babbling)which form patterns associated with more complex play that occurs asdevelopment proceeds. Mutual eye contact with papillary dilation is alsoa measurable participant in this early universally biologicallyhard-wired play phenomenon. And predictably, the expected associatedrelease of oxytocin and other hormones or neurotransmitters that occursimultaneously in both mother and infant are now part of biologicallyassaying play phenomena. Existing iris scanning, salivary DNA analysisand many other biomarkers will be included in future play-based assays.

Deprivation is also a biometrically identifiable state. Should themother, in the above example by reason of a major mental illness beincapable of response to the child's gaze, the EEG for each would benon-rhythmic. The failure to demonstrate the expected rhythmic rightcortical mutuality would predict follow-on play deprivation withuntoward developmental consequences.

The observation of states of play, such as those arising fromintrinsically driven motivations (glee from squirming body play, or joyin grabbing a colorful object) provide early developmental markers thatidentify behaviors as playful. Physiologic profiles demonstrating whichpatterns produce glee and joyfulness are within reach of currenttechnology. The need to both identify valid intrinsically motivated playfrom extrinsically driven behaviors is a primary aspect of fosteringhealthy child development, which can be sustained throughout adulthoodand until death.

How these early play patterns emerge, blend with temperament, and arenourished or repressed by environmental experiences form the basis forthe establishment of one's play personality, as well as allow markersfor identifying play deprivation.

The young child whose behavior is joyless and driven, is clearly playdeprived. The same is true for adults. The child whose range of play islimited by fear, lack of opportunity, parental anxiety or otheranti-play surroundings will present biomarkers that are fearful,anxious, compulsive or otherwise identifiable as non-playful.

The triggers that promote playfulness and evoke individual or socialplay form a series of “languages” that also lend themselves to biometricanalysis and measurement. These can be bodily actions (curvilinear vsrapid, direct and aggressive motions, etc), with additional vocal,gestural, object handling (ball throwing) activities, with a continuumfrom animal play identifiers that invite play (e.g. the canine play bow)analogous to the human wave or the spontaneous social smile with itsinvoluntary immediate uplifted corners of the eyes, etc.

As development proceeds, and a sufficiently safe and nourishingenvironment is available, these play languages driven from subcorticalcircuits within the innate survival play drive amplified byepigenetically selectively activated cortical genes manifest in morecomplex play patterns. An example of a universally present pattern ofsocial play, rough and tumble play, has biomarkers that are its uniquesignatures. Though characterized by chasing, wrestling, vocal squealingand other exuberant actions, the body language of these players iscurvilinear (not forcefully dominating), and the expressions—vocal,bodily and facial—are non-aggressive, with friendly gestures andsustained activity present throughout. The outcomes of rough and tumbleplay also demonstrate continuing non-competitive or dominatingfriendships, which form part of the biological profile of thisparticular world-wide pattern of children's play. These play-basedactivities differ from those associated with domination and win-losecompetition.

Play Bio-Markers

A “bio-marker” is a biological condition, behavior, characteristic,event, substance, etc. that indicates the presence of somethingresponsive within the organism being observed. Things that are commonlyindicated by bio-markers include diseases, physiological abnormalitiesand psychological conditions. While often used to detect undesirableconditions, bio-markers have also been developed for detecting positivephysical and psychological conditions. For example, the state of joythat occurs when an infant and mother look at each other can beaccurately detected using electroencephalography (EEG) based measurableelectro-chemical bio-markers.

A “play bio-marker” is a biological condition, characteristic, event,substance etc. that indicates something about the play state of asubject. For the purpose of explanation, examples shall be given inwhich the subject is human. Consequently, examples are given in whichthe play bio-markers are detected by gathering biological informationabout a human subject. However, the techniques described herein areequally applicable to any form of subject, including animals. Further,as explained in greater detail hereafter, non-biological play markersmay be developed for and used in conjunction with self-organizingnon-biological systems.

Thalamocortical brain circuitry operates outside of ordinaryconsciousness, and is the major operational connectedness between suchsubcortical areas and the cerebellum areas of the limbic system, such asthe hippocampus. This very complex non-cognitive circuitry is active insuch activities as ball-throwing, the rapid performance of intricatemusical sequences (no pianist could perform Rachmaninov without it) andspontaneous vocal bursts of sound, as well as complex languageexpressions. As such, it is central to play activity, and energizes andhelps sustain intrinsic motivations. The thalamocortial brain and itsnumerous connections to all levels of the cortex and cerebellum, and itsspecific neurotransmitters that help sustain it, may be biomarked in thenear future.

Identifying Play Bio-Markers

Before a user or subject's play state can be determined based on playbio-markers, play bio-markers need to be identified. Specifically, itmust be determined which biological conditions indicate which states ofplay. Identifying play bio-markers may be accomplished in a variety ofways, and the techniques described herein are not limited to anyparticular way of identifying play bio-markers. For example, playbio-markers may be identified by connecting a subject to one or morebrain function monitoring devices, and then engaging the subject in avariety of activities. The readings captured by the devices may then beanalyzed and correlated with the periods in which the subject was in astate of play. Those periods may be determined based on the subject'sown accounting, or based on observations made by observers. The resultof such analysis may map specific brain function patterns orplay-specific physical/bodily patterns to the specific states of play.

The brain function monitoring devices used to identify bio-markers mayinclude, but are not limited to, EEG, functional magnetic resonanceimaging (fMRI), positron emission tomography, magnetoencephalography(MEG), Nuclear magnetic resonance spectroscopy, Electrocorticography,Single-photon emission computed tomography, Near-infrared spectroscopy(NIRS), and Event-related optical signal (EROS). According to oneembodiment, several distinct types of brain function monitoringtechniques may be used at the same time, to identify patterns that arenot necessarily discernable when only one type of brain functionmonitoring technique is used.

In addition to brain function monitoring techniques, additionaltechniques may be used to identify the play bio-markers. Thosetechniques may include, but are not limited to, the use of optogeneticsand/or nano-technology. Optogenetics is the combination of genetic andoptical methods to achieve gain or loss of function of well-definedevents in specific cells and interconnected arrays of living tissue.Optogenetics is described in greater detail in an article written byKarl Deisseroth that can be found atwww.nature.com/nmeth/journal/v8/n1/full/nmeth.f.324.html.(does not linkto article)

With respect to nano-technology, microscopic devices may be used insidethe body to gather biological information that can be correlated with asubject's experiences of play to identify the biological patterns toindicate periods during which “play” was experienced by the subject.

Bio-feedback that is not directly related to brain functions may also beable to identify play bio-markers that accurately identify states ofplay. For example, states of play may correlate to patterns of pupildilation, heart beat, saliva production, muscle tension, electricalconductivity of the skin, etc. Each of these types of bio-feedbackinformation is gathered using different types of sensing devices.

Fine-Grained Play Bio-Markers

The presence of play bio-markers indicates that a subject is in a stateof play. The absence of play bio-markers indicates that a subject is notin a state of play. Thus, play bio-markers may be used to indicate playstate transitions into and out of a play state.

However, some play bio-markers may provide information that is morespecific than play/not-play. For example, atwww.museumofplay.org/research-publications/museum-research-publications/elements-play,numerous distinct play states are defined. The various play states areassigned the descriptors: anticipation, surprise, pleasure,understanding, strength and poise. A subject may transition throughseveral of these states of play while

experiencing “play” in the same manner that a subject may transitionthrough several stages of sleep while experiencing “sleep”.

Each of these play states corresponds to a distinct characteristic of“play” and may manifest itself in a bio-metric pattern that differs fromthe bio-metric patterns of the other play states. Consequently, some orall of the distinct states of play may have their own unique playbio-markers. Bio-markers that indicate not only that a subject isexperiencing “play”, but also the specific type of play state thesubject is experiencing, are referred to herein as “fine-grained playbio-markers”.

Anticipation and other play elements may soon be definable in biologicaland potentially therefore diagnostic and therapeutic terms. Anticipationdefect=depression, Anticipation excess=ADHD, both expressions ofdysfunctional “states” of play. Normal play will likely have profileslike the EEG does for normal sleep stages. Narcolepsy (a sleeppathology) has now been defined genetically and neurobiologicallyallowing therapeutic help for it even in narcoleptic Dobermans.

There are known components, (not the above descriptors), butneurotransmitters and neurohormones and specific circuits and brainareas that have roles in establishing and sustaining play. The mostprominent are dopamine, endogenous opioids (endorphins), and endogenouscannabinoids. This play wetware symphony generates and receives signalsand emotions that have been subdivided by animal play researchers intothose that comprise motivation (wanting to play) and hedonic sustenance,(pleasure and liking) More precise analyses will continue to beavailable as the assaying technology improves.

Pathways that mediate and promote these transmitters and circuits havegenerally been identified. The mesolimbic system, for example in rats isselectively activated by the anticipation to play, and this system isdependent on adequate dopamine for its functioning, and blockingdopamine by drugs that do this stops play. Depression and dopamineinsufficiencies are linked. There is a robust literature in animal playstudies that allow opioids and cannabinoids to be modified, and in thatprocess accentuate or lessen the hedonic sustenance of play.

Monitoring for Play Bio-Markers

The systems, sensors and techniques used to monitor for play bio-markersdepends on the nature of the play bio-markers for which the monitoringis being performed. For example, for play bio-markers that aremanifested in brain function, the systems and techniques may include,but are not limited to, EEG, functional magnetic resonance imaging(fMRI), positron emission tomography, magnetoencephalography (MEG),Nuclear magnetic resonance spectroscopy, Electrocorticography,Single-photon emission computed tomography, Near-infrared spectroscopy(NIRS), and Event-related optical signal (EROS).

On the other hand, for play bio-markers that were identified by“nanobots”, the monitoring may also be done by nanobots. For example, ifthe analysis of information gathered by nanobots that were injected intoa subject's bloodstream indicated a pattern of changes in thebloodstream (chemical, pressure, rate, etc.) that accurately indicates astate of play, then nanobots in the bloodstream may also be used tomonitor for the occurrence of those play bio-markers.

Low Overhead Monitoring Systems

Many of the monitoring systems mentioned above require expensiveequipment and a significant amount of effort to set up. However,depending on the nature of the play bio-markers, play bio-markermonitoring may be possible with significantly less overhead. Forexample, many play bio-markers may be detectable by radar-based sensorsthat can detect minute body movement and gestures from afar, wirelessprotocols, haptic technology, lensless smart sensors, as well aswearable technology. Radar-based sensors are described, for example, atairows.com/gear/googles-new-project-soli-is-mind-blowing---see-it-in-action.

The data that the sensors collect can be used to identify playpatterns/types and play personalities, and then be integrated back intothe system to design and personalize experience recursively. Examples ofusing wearable technology to detect bio-markers include, but are notlimited to:

-   -   a wrist-watch that detects play bio-markers that are manifest by        heart-rate or play-specific hand and arm gestureseye-glasses        with a camera directed towards the eye to play bio-markers that        are manifest by pupil dilations    -   an undershirt with built-in sensors for detecting play        bio-markers that are manifest by changes in muscle tension or        skin temperature    -   sensors woven into fabric and configured to measure        physiologic/emotional data

In addition to wearable monitoring systems, some monitoring systems maynot require any direct contact with a user. For example, to monitor forplay bio-markers that are manifest in the facial expression of asubject, a room may have cameras that are positioned to capture thefacial expression of the subject. In addition, systems are available formonitoring a variety of physical gestures or movements and biologicalsignals, including body temperature and heartbeat, from a distance. Suchsystems may be used to monitor for play bio-markers that are manifest bypatterns in those biological signals without any contact with thepersons being monitored

Monitoring for Play and Epigenetics

The study of personality traits has changed dramatically with theintegration of the biological sciences, particularly genetics, into adeeper understanding of its manifestations. Variations in DNA sequencingis associated with individual differences in personality. Many otherexamples of behavioral modifications other than personality traits canalso be linked to environmentally activated or modified genes,particularly as they relate to health and performance. No longer is thegenome considered a static form, but is now seen as dynamic, theoperation of which is regulated by environmental signals.

The influence of play behavior and its capacity to selectively activatecortical genes, with subsequent behavioral outcomes has been achieved inresearch settings studying animal play behavior. The genes involved inanimal behavior are identical to those in humans.

Behavioral genetics now provides evidence of the relationship betweengenomic variation and neural function. Those biomarkers associated withenvironmentally induced changes in the genomes have been linked toindividual differences in personality (Ebstein, 2006, Meyer-Lindenberg &Weinberger, 2006, Rutter, 2007). Jeffrey Burgdorf, a protege of JaakPanksepp, has demonstrated that rats at play selectively activate a widevariety of prefrontal cortical genes that are associated withsynaptogenesis. The laboratory-induced deprivation of rat play isassociated with diminished synaptogenesis and profound socialdysfunction. Suppression of rough and tumble play in rats is linked tomultiple behavioral deficiencies (Pellis and Pellis). The clinicalfindings of play or its absence in humans mirrors the benefits of playfor increased competency, as well as the behavioral deficiencies foundin the severely play deprived. Thus the science of epigenetics, withevidence for play behavior as an activator and modifier of the genomewill, in the future for humans and within ethical and technologicallyavailable instrumentation, allow for assays of its behavioral outcomesboth from active play as well as its deprivation. Epigenetic signalsfostered by authentic play behaviors can thus influence the capacity forenvironmentally regulated transcription factors to influence genomicfunction (Meany, 2013).

For example, as fMRI and EEG and other modes of assaying brain functionnow confined to physically inactive constraints become a part ofunfettered mobility (a common necessity to achieve a “state” of play)the capacity to demonstrate more specifically the profiles of play andplayfulness will follow.

Jazz musicians undergoing EEG analysis while playing improvisationally(vis-à-vis from memory) demonstrate profiles similar to those ofselected highly creative individuals involved in creativeproblem-solving.

Additional examples of measurable stress reduction through play, andincreased sustained damaging levels of stress in play-deprived animalsin highly playful social mammals are available. This animal playresearch-base allows for current multiple biomarkers assaying theoutcomes of play vs non-play certainly support our readiness to applysimilar measurements to humans.

Uses of Play State Information

As explained above, the play state of a subject may be ascertained bymonitoring the subject for play bio-markers. The play state informationthus derived may be used in a variety of ways. For example, when it isdetected that a subject has entered a state of play, a computing devicemay generate and store a “user-specific play record”. In one embodiment,the user-specific play record identifies the user, and storesinformation about the play state event. The play state event informationmay include, for example, data that identifies:

-   -   the duration of the play state    -   the activity in which the user was engaged when the play state        occurred    -   the activities that sustain the play state or move it into        another “type” of play state.    -   The activities that trigger or move the play state to a non-play        state.    -   environmental conditions when the play state occurred (e.g. time        of day, indoors/outdoors, etc.)    -   an activity category to which the activity belongs    -   a play pattern/type that corresponds to the activity    -   the particular or individualized triggers that evoked the play        state from a non-play state

Based on the user-specific play records that have been generated for auser, the play personality of the user may be determined. In addition toor instead of using the user-specific play records to determine a user'splay personality, the user-specific play records may be used to:

-   -   customize the operation of software, computing device or        non-computing device or apparatus based on which activities        cause the user to enter a state of play and those activities        which sustain it.    -   determine whether the user is suffering from play deprivation    -   give recommendations to the user/subject relative to activities,        products, services, stores and/or locations that based on the        type of activities that cause the user/subject to enter a state        of play    -   recommend compatible companions in an online dating service    -   determine which online advertisements to present to the        user/subject    -   recommend physical fitness activities or exercise devices based        on which activities cause the user/subject to enter a state of        play    -   identify intrinsic motivators of the user/subject;    -   identify play types/patterns of the user/subject;

These are merely some of the virtually unlimited ways that user-specificplay records may be used. The techniques described herein are notlimited to any particular use of the user-specific play records.

Given the type of dynamic and fluid data one can provide/receive throughvarious wearable and non-wearable sensors while a person (or animal/petor avatar etc) is undergoing various experiences, the data can beorganized and interpreted and then used inself-motivated/self-sustaining intrinsically motivated “personalizedhuman-centered design”.

Autotelic Experiences, Transient Hypofrontality and Play

Arne Dietrich and Oliver Stoll have written extensively on autotelicexperiences and describe them as occurring when one becomes so absorbedin an activity that one loses a sense of time. There is no effort orstrain in the activity, and it is pursued with passion and focus whileit often feels like it is happening on its own. These autotelicexperiences are associated with enhanced or optimal performance. It issurprising how much these two authors describe play without evenmentioning it by name in their research. They are not alone in theiroversight. Perhaps this again indicates the extent to which play has hada bad rap and with the advent of Play Science, is just now beginning toovercome the common perspective that play is optional, trivial orunproductive.

Autotelic experiences have not been the focus of cognitiveneuroscientists. Perhaps the reason for this oversight is that thesescientists are fixed upon a narrow reductionists focus that holds thatbetter performance in any task necessitates increased conscious effortdedicated to that task. After all, that seems reasonable and logical.However, in autotelic experiences, and in the state of play, whathappens is that mental effort decreases while what appear to beautomatic, effortless and thoughtless actions are often associated withhigher more optimal performance.

Understanding the neuroscience of autotelic experiences means that wevalue distinct processing systems. Affective neuroscientists such asJaak Panksepp have been pioneers in this arena, yet remain for the mostpart unrecognized. Dietrich and Stoll see the brain as running “twofunctionally and anatomically distinct information systems, the explicitand implicit systems . . . ” (Effortless Attention, Bruya, Arne Dietrichand Oliver Stoll)

The implicit system is a more primitive and evolutionarily ancientsystem, quick and intuitive. Its efficiency is associated with the factit does not have to form “higher order representations of itsknowledge.” The explicit system represents knowledge “in a higher orderformat; that is, it represents additional information about theinformation, such as the fact that it contains the information itcontains. This permits the information to be broadcast to a global workspace, making it usable for other parts of the system.”

Arne Dietrich and Oliver Stoll have also written extensively on“transient hypofrontality”. They have shown that the down regulation ofthe prefrontal cortex can be associated with autotelic experiences whichcomprise effortless attention, a loss of time passing, inattention tooutcome and other criteria which fulfill the definition of “authenticplay”. This frontal shutdown allows freer exchanges of multipleassociation circuits within the rest of the brain.

In short, “the defining feature of this multi-faceted phenomenon is theintrinsically rewarding experiential involvement in moment-to-momentactivity that is accompanied by a positive experience quality. This mainfeature is responsible for further features, such as the merging ofaction and awareness, the altered sense of time, and the sense ofcontrol. In this state of effortless attention, the individual iscompletely absorbed in the activity itself and is no longer aware ofbeing separate from the action.” (Effortless Attention, Bruya, ArneDietrich and Oliver Stollciteseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.471.5201&rep=rep1&type=pdf)

This certainly appears to meet the characteristics of attunement, thegrounding basis of play.

Monitoring for Intrinsic Motivators

In the sections above, techniques have been described for identifyingplay bio-markers, and monitoring subjects to detect occurrence of thoseplay bio-markers, and then performing further actions based on whatevents triggered the state of play for the subject. However, similartechniques may be used relative to intrinsic motivators associated withfundamental drives other than play.

For example, sensors may be used to identify the bio-markers forintrinsic motivators found in other fundamental subcortically organizeddrives, such as caregiving, seeking, lust/sex, hunger/nutrition andfear. When, through the use of a sensor system, the bio-markers for suchintrinsic motivators are detected, various appropriate actions may betaken. For example, the intrinsic motivators, related tohunger/nutrition of a subject, may be used to develop a customized dietfor the subject, or help treat the subject for obesity.

Self-Organization in Artificial Intelligence

Biologically speaking, play helps humans self-organize. Sleep helpshumans self-organize as well. Other fundamental drives do the same.However, play is the primary genesis for human vital creativity.

Inanimate, non-biological things also self-organize. Examples ofnon-biological things that self-organize include the cosmos, at the oneextreme, and the microcosmic world at the other. Inanimate things, whenthey reach a certain level of complexity, begin to self-organize. Thisis process is referred to herein as “emergence”. Emergence is a majormeta-pattern in the universe.

Machines, such as computer systems, have the potential to self-organize,especially through the use of complex Artificial Intelligence. See, forexample, The Age of Spiritual Machines: When Computers Exceed HumanIntelligence by Ray Kurzweil (Viking, New York, 1999). As the machinesself-organize, these inanimate complex technological systems may developplay patterns. Thus, the techniques described herein for determiningplay personalities, and modifying behavior relative to an entity basedon the determined play personality of the entity, are equally applicableto self-organizing technological systems as they are to biologicalentities, such as humans and animals.

Gerald Edelman, the eminent Nobel Laureate neuroscientist and his groupworked extensively with many small robots, which they called “kilobits”.These kilobits were connected to a huge array of multiple feedbacklearning systems. This configuration was programmed to initiate motoricbehaviors in the kilobits. An unexpected outcome from this researchdemonstrated random, non-stereotyped behavioral quirks. This behaviorproduced self-organizing behavior, replicating to a large degree what wenow identify as play behavior.

Specifically, products and services may not only be curated andcustomized simply for the play personality of a human “user”, but as ameans for a technology system to self-organize itself, and a way thathumans can identify and understand a complex non-biological system'semergent self-organization. It may be that with increased computingpower capacities (quantum computing is going to increase computing powera billion-fold) it may become important to know a technological system'semergent play personality to best attune with it, interpret itsbehaviors, and/or influence it.

Using Play to Achieve Goals

The dynamic nature of play is such that play itself cannot be prescribedor designed. What can be designed are play opportunities and thecircumstances for play to emerge. Once an objective or purpose oroutcome becomes more important than the joyful experience of the “stateof play” (losing a sense of time, feeling completely engaged, notworried about outcome, etc), play is lost, as is creativity.Consequently, play is less an instrument for achieving goals that it isa means for establishing a deep engagement by offering the possibilityof an experience attuned a unique person's intrinsic motivators. Oncedeeply engaged, a user's drive to explore the possible (play) kicks in.

When one attempts to manipulate or force play, play is actually lost. Noone can force play on another person, just as no one can force love. Ithappens when the conditions are in alignment and the intrinsicmovement/desire to engage is activated from within. The systems andtechniques described herein are the attuned conditions to invite playexperiences for each unique individual.

Augmented and Virtual Reality, Artificial Intelligence and the Internetof Things

New frontiers of technologically-enhanced and designed experiences arequickly making their way into our everyday lives. The examples providedherein and many other embodiments can be integrated into new formatssuch as augmented and virtual reality, artificial intelligence and theinternet of things. Regardless of how play-related data needed foridentifying and developing play states, intrinsic motivators, playtypes/patterns, play profiles and play personalities is collected andcollated, the methodologies described herein can be applied to these andother designed experiential opportunities today and into the future. Thetechniques described herein personalize and enhance user/subjectengagement and experience because they attune the designed experiencewith the essential design of the subject/user to play throughout alifetime, and incorporate their play preferences.

Recreative Design™

Currently, the “design thinking” found in design firms and many otherorganizations emphasize and initiate their projects first, with“empathy” with the user. However, this “empathy” does not fullyintegrate a robust and deep understanding of the human biological designto play. The view that play is nature's design for human deep engagementand creativity throughout a lifetime, and that we all play differently,is thus either neglected or not fully realized in their design thinkingmethodologies.

“Recreative Design”, the methodologies and applications describedherein, are how design thinking can evolve to integrate play into myriadfacets of design, particularly personalized human-centered design.

Although play itself uniquely varies with the individual, and thuscannot be engineered, designed or prescribed, the opportunitiespresented to engage in play can be. Tools to develop and enhanceopportunities to play can also be designed, particularly for a personwho has lost their play and suffers from play deprivation. For example,although a virtual reality headset does not in and of itself constituteplay, it does offer the possibility and opportunity for play. Thequality and length of play by the user wearing the headset are, amongmany factors, influenced by whether the experience design is inattunement and offers engagement with the unique user. When play isforced, the characteristics that make an activity or experience playfulare lost. Hence, designing play opportunities attuned with asubject/user is the key to enhancing authentic play and self-motivating,self-sustaining deep engagement.

Exploring the possible through recreative design and realizing theopportunities and cross-sector applications for personalized,human-centered design are how we can get awkward technology interfaceout of the way and provide the context for our experiencing deep andmeaningful engagement and connection that are driven from within. Inthis sense, recreative design is grounded in science and blessed bynature. Just like there are many shades of green, there are manypatterns of play. Nature loves and celebrates diversity. Recreativedesign does too. One size does not fit all.

Hardware Overview

According to one embodiment, the techniques described herein areimplemented by one or more special-purpose computing devices. Thespecial-purpose computing devices may be hard-wired to perform thetechniques, or may include digital electronic devices such as one ormore application-specific integrated circuits (ASICs) or fieldprogrammable gate arrays (FPGAs) that are persistently programmed toperform the techniques, or may include one or more general purposehardware processors programmed to perform the techniques pursuant toprogram instructions in firmware, memory, other storage, or acombination. Such special-purpose computing devices may also combinecustom hard-wired logic, ASICs, or FPGAs with custom programming toaccomplish the techniques. The special-purpose computing devices may bedesktop computer systems, portable computer systems, handheld devices,networking devices or any other device that incorporates hard-wiredand/or program logic to implement the techniques.

For example, FIG. 9 is a block diagram that illustrates a computersystem 900 upon which an embodiment of the invention may be implemented.Computer system 900 includes a bus 902 or other communication mechanismfor communicating information, and a hardware processor 904 coupled withbus 902 for processing information. Hardware processor 904 may be, forexample, a general purpose microprocessor.

Computer system 900 also includes a main memory 906, such as a randomaccess memory (RAM) or other dynamic storage device, coupled to bus 902for storing information and instructions to be executed by processor904. Main memory 906 also may be used for storing temporary variables orother intermediate information during execution of instructions to beexecuted by processor 904. Such instructions, when stored innon-transitory storage media accessible to processor 904, rendercomputer system 900 into a special-purpose machine that is customized toperform the operations specified in the instructions.

Computer system 900 further includes a read only memory (ROM) 908 orother static storage device coupled to bus 902 for storing staticinformation and instructions for processor 904. A storage device 910,such as a magnetic disk, optical disk, or solid-state drive is providedand coupled to bus 902 for storing information and instructions.

Computer system 900 may be coupled via bus 902 to a display 912, such asa cathode ray tube (CRT), for displaying information to a computer user.An input device 914, including alphanumeric and other keys, is coupledto bus 902 for communicating information and command selections toprocessor 904. Another type of user input device is cursor control 916,such as a mouse, a trackball, or cursor direction keys for communicatingdirection information and command selections to processor 904 and forcontrolling cursor movement on display 912. This input device typicallyhas two degrees of freedom in two axes, a first axis (e.g., x) and asecond axis (e.g., y), that allows the device to specify positions in aplane. Computer system 900 may also operate based on voice input and/orface recognition.

Computer system 900 may be programmed to recognize faces and/or playtriggers. With respect to face recognition, a camera may be operativecoupled to computer system 900. In response to initiation of acomputer-based game, the system may cause the camera to capture apicture of the user. The picture thus captured may be compared againstpreviously-stored images of users. Upon finding a match, the playerprofile associated with the match may be used as the basis forcustomizing the game experience, as discussed above.

Computer system 900 may also be programmed to recognize play triggersexpressed by users. For example, a camera may actions performed by auser. Those actions may be analyzed by the computer to determine whetherthe actions match behavior patterns associated with play triggers. Whenthe detected user actions match the behavior pattern associated with aplay trigger, the player may be in a “game playing mood”. Therefore, inresponse to detecting the user's play trigger action, the computer 900may perform one or more actions to invite the user to play a game. Forexample, the computer may display a message that says “would you like toplay game X now?” or “I challenge you to play game X”. The game to whichthe user is automatically invited may be selected based, for example, onthe type of play trigger that was recognized and/or the play profile ofthe user (whose identity may be determined by face recognition).

Computer system 900 may implement the techniques described herein usingcustomized hard-wired logic, one or more ASICs or FPGAs, firmware and/orprogram logic which in combination with the computer system causes orprograms computer system 900 to be a special-purpose machine. Accordingto one embodiment, the techniques herein are performed by computersystem 900 in response to processor 904 executing one or more sequencesof one or more instructions contained in main memory 906. Suchinstructions may be read into main memory 906 from another storagemedium, such as storage device 910. Execution of the sequences ofinstructions contained in main memory 906 causes processor 904 toperform the process steps described herein. In alternative embodiments,hard-wired circuitry may be used in place of or in combination withsoftware instructions.

The term “storage media” as used herein refers to any non-transitorymedia that store data and/or instructions that cause a machine tooperate in a specific fashion. Such storage media may comprisenon-volatile media and/or volatile media. Non-volatile media includes,for example, optical disks, magnetic disks, or solid-state drives, suchas storage device 910. Volatile media includes dynamic memory, such asmain memory 906. Common forms of storage media include, for example, afloppy disk, a flexible disk, hard disk, solid-state drive, magnetictape, or any other magnetic data storage medium, a CD-ROM, any otheroptical data storage medium, any physical medium with patterns of holes,a RAM, a PROM, and EPROM, a FLASH-EPROM, NVRAM, any other memory chip orcartridge.

Storage media is distinct from but may be used in conjunction withtransmission media. Transmission media participates in transferringinformation between storage media. For example, transmission mediaincludes coaxial cables, copper wire and fiber optics, including thewires that comprise bus 902. Transmission media can also take the formof acoustic or light waves, such as those generated during radio-waveand infra-red data communications.

Various forms of media may be involved in carrying one or more sequencesof one or more instructions to processor 904 for execution. For example,the instructions may initially be carried on a magnetic disk orsolid-state drive of a remote computer. The remote computer can load theinstructions into its dynamic memory and send the instructions over atelephone line using a modem. A modem local to computer system 900 canreceive the data on the telephone line and use an infra-red transmitterto convert the data to an infra-red signal. An infra-red detector canreceive the data carried in the infra-red signal and appropriatecircuitry can place the data on bus 902. Bus 902 carries the data tomain memory 906, from which processor 904 retrieves and executes theinstructions. The instructions received by main memory 906 mayoptionally be stored on storage device 910 either before or afterexecution by processor 904.

Computer system 900 also includes a communication interface 918 coupledto bus 902. Communication interface 918 provides a two-way datacommunication coupling to a network link 920 that is connected to alocal network 922. For example, communication interface 918 may be anintegrated services digital network (ISDN) card, cable modem, satellitemodem, or a modem to provide a data communication connection to acorresponding type of telephone line. As another example, communicationinterface 918 may be a local area network (LAN) card to provide a datacommunication connection to a compatible LAN. Wireless links may also beimplemented. In any such implementation, communication interface 918sends and receives electrical, electromagnetic or optical signals thatcarry digital data streams representing various types of information.

Network link 920 typically provides data communication through one ormore networks to other data devices. For example, network link 920 mayprovide a connection through local network 922 to a host computer 924 orto data equipment operated by an Internet Service Provider (ISP) 926.ISP 926 in turn provides data communication services through the worldwide packet data communication network now commonly referred to as the“Internet” 928. Local network 922 and Internet 928 both use electrical,electromagnetic or optical signals that carry digital data streams. Thesignals through the various networks and the signals on network link 920and through communication interface 918, which carry the digital data toand from computer system 900, are example forms of transmission media.

Computer system 900 can send messages and receive data, includingprogram code, through the network(s), network link 920 and communicationinterface 918. In the Internet example, a server 930 might transmit arequested code for an application program through Internet 928, ISP 926,local network 922 and communication interface 918.

The received code may be executed by processor 904 as it is received,and/or stored in storage device 910, or other non-volatile storage forlater execution.

In the foregoing specification, embodiments of the invention have beendescribed with reference to numerous specific details that may vary fromimplementation to implementation. The specification and drawings are,accordingly, to be regarded in an illustrative rather than a restrictivesense.

1. A computer-implemented method, comprising: obtaining information thatindicates intrinsic motivators, play personality, or both, of auser/subject; generating, within an online environment, a doppelgangerthat represents the user/subject but is not directly controlled by theuser/subject; and based on the information, automatically causing thedoppelganger's actions, within the online environment, to reflect theintrinsic motivators, play personality, or both, of the user/subject. 2.The method of claim 1 further comprising obtaining information about oneor more visual characteristics of the user/subject and causing thedoppelganger to be displayed to visually reflect the one or more visualcharacteristics.
 3. The method of claim 2 wherein obtaining informationabout one or more visual characteristics comprises obtaining a scannedimage of the face of the user/subject.